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I 



A COUESE IN CITIZENSHIP 
AND PATEIOTISM 

BY 

ELLA LYMAN CABOT 

FANNIE FERN ANDREWS 

FANNY E. COE, MABEL HILL 

MARY McSKIMMON 



WITH AN INTRODUCTION BY 

WILLIAM HOWARD TAFT 




HOUGHTON MIFFLIN COMPANY 

BOSTON NEW YORK CHICAGO 



'7 If 



COPYRIGHT, 1914, I918, BY HOUGHTON MIFFLIN COMPANY 
ALL RIGHTS RESERVED 



I.S-o 



Wit leiibeiTfiiftie H^xm 

CAMBRIDGE . MASSACHUSETTS 
U . S . A 



OCT 30 19i8 



©GI.A50e881 



: PREFACE TO THE REVISED EDITION 

During the four years since the first edition of this 
book was printed, the world has been moved, shaken, 
recreated. The war began with indignation against the 
invasion of an innocent nation. That indignation has 
ignited the world. In its flame lesser issues have turned 
to ashes. Precious ideals emerge purified and new-seen, 
purged of formalism, stripped of convention. 

Chivalry to the weak, liberty of choice, self-govern- 
ment, membership with one another, seK-sacrifice, 
truth to one's pledges, — we cannot use these phrases 
any longer without seeing Armenia, Belgium, Poland, 
Alsace-Lorraine. 

This Course in Citizenship and Patriotism, pub- 
lished in 1913, was an expression of the belief of a 
group of teachers and school oflacers of varied experi- 
ence that citizenship, chivalry, good will, honor, and 
firmness in the right as God gives us to see the right, 
not only could but must be taught if our nation was to 
survive. The new edition has been changed to meet the 
changes in spiritual experiences of these enlightening 
years. It is, we beheve, in full conformity with the 
spirit of President Wilson's message to School Officers, 
a message that has the sanction of a command. **I 
urge that teachers and other school officers increase 
materially the time and attention devoted to instruc- 
tion bearing directly on the problems of community 
and national life." 

The Course in Citizenship deals at the outset with 



iv PREFACE 

simple problems of home and neighborhood community 
life, as they touch and mould Kttle children; it goes on 
in the fourth, fifth, and sixth grades to civic and na- 
tional problems; in the seventh and eighth grades it 
enlarges the outlook to that of international ties and 
duties, those ties and those duties of which the United 
States can never again be unmindful. That such a study 
is of value is almost self-evident. 

Soldiers must win the war, but it is largely parents 
and teachers who must make the war worth winning. 
The precious generation of children whose fathers and 
mothers have borne the sacrifice, they it is who must 
see to it that these dead have not died in vain. 

Ella Lyman Cabot, Editor, 
Fannie Fern Andrews, 
Fanny E. Coe, 
Mabel Hill, 
Mary McSkimmon. 



CONTENTS 

Introduction: By William Howard Taft . . . . xi 

To THE Teacher: By Ella Lyman Cabot 

The Need of a Course in Citizenship XV 

Plan of the Course xvi 

Relation to the School Currciulum xviii 

GRADE I 

Home: By Mary McSkimmon 

Introduction 1 

September: Kindness to Playmates 2 

October: Kindness to Animals 8 

November: Responsibility for Cleanliness and 

Care 12 

December: Making Others Happy 16 

January: Faithfulness 20 

February: The Kindness of Great Men .... 27 

March: Generosity 30 

April: Kindness shown by Good Manners . 35 

May: Avoiding Quarrels and Making Peace 40 
June: Protection and Care of Plants and 

Flowers . 4f 

GRADE II 

School and Playground: By Mary McSkimmon 

Introduction „ . . 47 

September: Sympathy 47 



vi CONTENTS 

October: Obedience 52 

November: Helpfuuj^ess ^ . , 55 

December: Gratitude 58 

January: Other Homes than Ours 62 

February: Childhood of Great Men 65 

March: Keeping One's Word 68 

April: Helpfulness to the Old and Feeble . 72 

May: Peace among the Children .... 76 

June: The Golden Eule 81 

GEADE in 

The Neighborhood: By Ella Lyman Cabot 

Introduction 86 

September: Who is My Neighbor? .87 

October: Ways of Service 90 

November: Perseverance 93 

December: Hospitality 98 

January: Thoughtfulness and Respect for Au- 
thority 102 

February: Fair Play and Unselfishness . . . 104 

March: Good Work 109 

April: Cheerfulness under Defeat and Suf- 
fering 114 

May: Peace among Neighbors . . . . . 119 

June: Working Together 124 

GRADE IV 
Town and City: By Mabel Hill 

Introduction 128 

September: The Influence of the Home .... 130 





CONTENTS 


• • 

vu 


October: 


The Influence of the School . . . 


136 


November: 


Care of Public Property 


142 


December: 


Public Health and Public Charity . 


148 


January: 


Fire and Police Department . . . . 


154 


February: 


Obedience to Community Laws . . . 


160 


March: 


Loyalty to Public Officials . . . . 


164 


April: 


Good Will among all Classes of Citi- 






zens 


169 


May: 


Good Will among all Communities . . 


175 


June: 


How We can Help our Communities 


180 



GRADE V 
The Nation: By Ella Lyman Cabot 

Introduction 185 

September: Pioneers 187 

October: The Contribution of Each Race to 

American Life 193 

November: Government by the People . . . .198 

December: E Pluribus Unum 202 

January: Responsibility of Each Citizen . . . 205 

February: Great Americans 210 

March: Social Service 215 

April: Patriotism 219 

May: Friendship with Other Nations . . 223 

June: How We can Serve Our Country . . 227 



GRADE VI 

American Ideals: By Fanny E. Coe 

Introduction 

September: Sympathy and Courtesy . . . . 



230 
232 



viii CONTENTS 

October: Honesty 238 

November: Courage to Overcome Difficulties . 241 

December: Regard for the Truth 246 

January: Reverence 250 

February: Self-Control 258 

March: Regard for Civic Beauty 263 

April: Thrift and Industry ....... 267 

May: Heroes of Peace 271 

June: The Working Members of Society . 276 



GRADE VII 

The United States and the World: By Fannie 
Fern Andrews 

Introduction 282 

September: Our Beginnings in Europe .... 284 
October: The Influence of Europe on Our 

Early History 291 

November: The United States in the Napoleonic 

Period 297 

December: European Interest in Spanish America 300 
January: The United States a Melting-Pot for 

Races 304 

February: The Influence of the United States 

on Asia and Africa 307 

March: The United States and the American 

Continent 311 

April: The United States and the World's 

Culture 315 

May: The United States and World Broth- 
erhood 318 

June: American Ideals yet to be Achieved 322 



CONTENTS ix 

GRADE VIII 

The World Family: By Fannie Fern Andrews 

Introduction 326 

September: National Characteristics 328 

October: Each Nation's Contribution to the 

World 332 

November: "Above All Nations is Humanity" . 337 
December: Interdependence of Nations .... 342 
January: Justice and Honor between Nations . 348 
February: Effects of War between Nations . . 354 
March: Growth of Law as an Agency for 

promoting Good Will 359 

April: Agreements between Nations . . . 362 

]VtAY: World Conferences Leading to World 

Federation 367 

June: How can we be of Service in the 

World Family 374 

INDEX 381 



INTRODUCTION 

I HAVE great pleasure in writing the introduction to 
this course in citizenship. It has been prepared by 
teachers who know, much better than I do, the capacity 
of the child, during the eight years from six to fourteen, 
to take in the ideas that this course seeks to inculcate. 
In this respect it is a practical work. The reputation and 
experience of its authors insure this. I have been given 
the privilege of reading many of the chapters of the 
book and of examining with care a synopsis of its con- 
tents and its general plan of arrangement. These justify 
my expressing an opinion in regard to it from the stand- 
point of one who is profoundly impressed with the neces- 
sity for stirring in the heart of the child patriotism and 
an ambition to do effective public service as a citizen. 

In the early years, the lessons given are simple, with 
the intention of promoting kindness to one's fellows and 
to animals, and helpfulness at home and in school, and 
are well calculated to neutralize the natural tendency in 
the child to selfishness. 

The chapter on manners struck me as admirably 
adapted to remedy a growing evil among children 
trained in American homes and in American schools. 
The danger of the coming generation is a lack of respect 
for authority and a lack of sense of obligation to ob- 
serve the rights and the comfort of others. Cardinal 
Newman said that a gentleman was one who gave an- 
other no unnecessary pain. I am sorry to say that with 
the lax home discipline and the undue prominence and 



xii INTRODUCTION 

demoralizing importance that we give to the wishes and 
whims of our children, it is of the highest importance to 
refresh the curriculum of our primary schools with in- 
struction, iterated and reiterated, upon this very im- 
portant part of a child's character, which cannot but seri- 
ously affect the future man or woman. We hope and 
believe that there is a wide iniprovement in the increase 
of the fraternal spirit and of the social sense. Nowhere 
can this progress be clinched for the next generation so 
well as in our primary and intermediate schools. There 
is no necessary connection between democracy and rude- 
ness and slouchy conduct and manner. There is no 
necessary connection between democracy among adults 
and in government and a lack of discipline in our schools. 
There is no necessary causal connection between an 
abolition of privilege, caste and class, and bad man- 
ners. The strikes among school-children that we have 
noted in the public press in various important cities are 
a most discouraging sign of the kind of discipline that 
these children have had at home and in the schools. It 
is just such an evil that this course in citizenship will 
help to remedy. 

When we reach the higher grades of the course, an 
examination of the poems and stories used, and the 
methods adopted, to arouse patriotism in the boys and 
girls, strongly commends them. Of course, a child cannot 
be given a proper preparation for good citizenship unless 
love of country is implanted in his heart. The struggles, 
courage, self-sacrifice, and heroism of our ancestors as 
pioneers in winning the East and the West, and in the 
Revolution, in the War of 1812, in the Civil War, and in 
the present World War are all legitimate instrumentali- 
ties with which first to awaken the interest of the child in 



INTRODUCTION xiii 

the story, and then to give his country a personality, 
for which a concrete affection is thus inspired in him. 

I am glad to observe, too, that in a number of the 
chapters there is brought home to the child the neces- 
sity for siding with, sympathizing with, and actively 
aiding, officials charged with the execution of the law. 
In the Anglo-Saxon idea of government there was a 
sense of personal responsibility on the part of the private 
individual for the proper conduct of government and of 
identity with it. The part that a jury took in the admin- 
istration of justice in the English law was a significant 
illustration and enforcement of this personal respon- 
sibility. In continental monarchical forms of govern- 
ment, however, the state was an entity different from 
the people, and the ordinary subject had the view that 
the government should have agents to enforce the law 
and that he need have no anxiety or care in regard to 
it. There are lessons in this book, which if absorbed by 
the child — and they are simple enough, it seems to me, 
for him to absorb them — will certainly fix in his mind 
the identity of his interest with that of the government. 

Then there is a most wholesome course on our duty to 
welcome to this country, as a refuge, the poor and con- 
gested peoples of other countries, who will show their 
appreciation of the opportunities given them by becom- 
ing law-abiding, patriotic citizens and contributing, in 
their sturdy industry, prudential virtues, and civic ac- 
tivity, to the general welfare. 

Then there are much-needed lessons in this course to 
impress upon the youth who are to receive them the idea 
that we are not the only people in the world; that we 
should earnestly cultivate friendship and sympathy with 
other peoples, and that we should only enter war for a 



xiv INTRODUCTION 

righteous cause, but that when we do we must sacrifice 
everything, our lives if need be, to win the victory and 
maintain the right. These lessons will also arouse the 
proper aspiration for a settlement of international dis- 
putes by peaceable methods. 

Running through the book is a correct appreciation of 
the great benefits that we have received from past gen- 
erations and of the importance of preserving them. The 
poems and stories have been selected with care, and are 
an earnest of the success with which the book can be 
used. Beginning with the municipal government and 
then dealing with the state and federal government, 
the lessons explain our complicated political system in a 
simple way. Of course, the interest of the child will first 
be most easily caught by object lessons in the functions 
that are daily performed before his eyes in all the mul- 
tiform activities of a properly conducted municipal 
government; and, with this as a basis, the further ex- 
planation of his relation to the state and federal gov- 
ernments becomes a matter of easy ascent. 

To the authors of the book, all who realize the capital 
importance of a proper preparation of the coming gen- 
eration for useful citizenship should feel a debt. 

William H. Taft. 
New Haven, Connecticut. 



TO THE TEACHER 

THE NEED OF A COURSE IN CITIZENSHIP 

Who am I? Where am I going? Who is my neighbor? 
What ought I to do? Every child sooner or later meets 
these questions along his path and on his answers hang 
the issues of his life. To anticipate the direction of the 
unique life of each child, and to go with him hand in 
hand a httle way — this is the hope of parents and 
teachers. They must not only be ready with living 
answers to his questions when they are asked; they 
must through every year prepare the way for both ques- 
tion and answer by an attitude of expectation. A teacher 
does not say to her pupil, "You are the child of your 
parents. They have done much for you. How can you 
repay it?" but she herself never forgets the need of 
instilling loyalty and devotion to the family. Quietly 
and persistently she drops seeds of appreciation, and in 
daily ways of suggested service she tends and waters in 
every child the opening leaves of good will. 

"For we are members, one of another," that is her 
constant creed for herself and her class. "With good 
will doing service," that is the spirit of her daily lessons. 
The greatest gift from teacher to pupil is an enlarging 
and enduring standard in his relation to work, play, 
family, friends, citizenship. Even at six years a child is 
old enough to feel that he is a member of the school and 
of his home, and is eager to serve them both in minute 
but precious ways. Year by year his world widens and 
he is ready to accept new ties as his own. Throw a peb- 



xvi TO THE TEACHER 

ble into a stream. From a small center the ever- widening 
circles radiate till they reach the most distant shore. So 
loyalty to the simplest ties may enlarge circle by circle 
in the stream of a child's growing life till it reaches the 
shore of good will among all men. 

PLAN OF THE COURSE « 

Our theme is, therefore, that of citizenship governed 
by good will and expressed in service. We begin in 
Grade I with the Home as a center. Through the year 
by story and poem and above all by definite suggestions 
for helpfulness, the teacher will strengthen the chil- 
dren's devotion to their family. In Grade II the School 
and Playground are taken up. Both are of absorbing 
interest to little children and in both they need to see 
meanings and opportunities greater than they have 
appreciated. Already in very concrete ways they can 
be shown how significant in our towns are the public 
schools, how much thought and money are spent for 
them, how year by year the schools point onward to new 
opportunities. In Grade III the children will be ready 
to take pleasure in recognizing and beginning to help the 
neighborhood that bounds their little world. The para- 
ble of the Good Samaritan told at the beginning of the 
year gives the keynote for neighborliness. 

In these first grades the spirit of helpfulness and good 
will is suggested through stories, poems, and deeds of 
kindness rather than by direct teaching about home, 
school, or neighborhood. In the fourth grade boys and 
girls can begin to know what a town or city stands for 
and to see as parts of a whole its different departments : 
fire, police, health, charity, street, school, and govern- 
ment. The age of hunger for fact has arrived. We can 



TO THE TEACHER xvii 

take advantage of it and develop responsibility in re- 
spect to laws and officials. 

In Grade V we reach out to the nation as a whole. In 
every instance we try to relate the historical struggles 
and achievements with the struggles and achievements 
of everyday life. When our subject is the heroic virtue 
of pioneers, we not only give examples from the brave 
deeds of early settlers, but show how every one of us is 
called on to be a pioneer in new courage, in advanced 
and difficult standards of honor, in self-forgetting 
loyalty. 

Grade VI is also given to patriotism because this is the 
central duty of citizenship. Without our homes and our 
country we are but strangers on the earth. Until we love 
our country warmly and intelligently we are not fit to 
leave the public schools. The need of our time is, in 
Professor Jameses stirring words, "to inflame the civic 
temper." We can do it only by giving to the youth of 
our land clear, concrete, intimate knowledge of his 
country's history and by calling on him for his uttermosl 
service. Grade VI accents American ideals: honesty, 
sympathy, courtesy, industry, courage, self-control, rev- 
erence, a sacred regard for the truth. 

In Grade VII we show how the life of our nation, 
from its beginning to the present day, has been closely 
interrelated with the great world movements. This 
study will point out to the pupil that even the most dis- 
tant countries are closely linked to ours. We show also 
that a citizen of the United States, the melting-pot of the 
nations, has peculiar obligations in strengthening the 
ties of human brotherhood; that our national ideals can 
be realized only if we do our share in promoting the 
spirit of good will. 



xviii TO THE TEACHER 

In Grade VIII we point out each nation's contribu- 
tion to the world's work; the acts of friendship, justice, 
and honor among nations which have drawn them 
together; and the remarkable growth of agencies such as 
international conferences, treaties, and the Hague Court 
of Arbitration, which are making the world one great 
family. We show the necessity for cooperation on the 
part of each and all. The course ends with suggestions 
as to how each one of us can link his individual life 
to the life of the whole through good will and active 
service. 

RELATION TO THE SCHOOL CURRICULUM 

This material can be used in many ways. We will 
suggest a few. 

1. Morning exercises and talks. Probably the most 
frequent use of this course in citizenship will be in the 
morning exercises. In the stories, suggestions for talks, 
and the bibliography, every teacher will find treasures. 
Morning exercises may drop into drowsy routine; they 
may be significant events in a school. This course gives 
an opportunity to use them for consecutive and definite 
ends. Can we not, day by day and year by year, deepen 
a child's conception of his family, his city, and his na- 
tion — his human ties? Citizenship is a cold word on 
lips ignorant of the fire at its heart, a dim word to eyes 
half closed. But follow the path of devoted citizens and 
patriots. Watch Clara Barton leaving home and friends 
to plunge gladly into hardship and horror in the flooded 
Ohio Valley; look at Lazeer gently and resolutely lay- 
ing down his life in Cuba that yellow fever may be 
conquered forever. Patriotism is a word of perilous 
beauty. 



TO THE TEACHER xix 

Trace back even a little way the efforts of valiant 
leaders to bless all people with free education, the march 
of the pioneer across a bewildering continent, the devo- 
tion of the scientist pressing through dark problems to 
the light of knowledge, the blood-stained toil of laborers 
in mines and tunnels to make our progress swift, our 
lives secure, the fathers' struggle to give their children 
bread. Every advance has meant courage, sacrifice, 
cooperation. Thinking of these things, our gratitude 
rises with outstretched hands claiming the right of 
service. 

2. Reading and story-telling. Many teachers will like 
to associate the course in citizenship with reading, liter- 
ature, and story- telling. In our extracts and references 
throughout this course v/e mean to use literature that is 
beautiful, moving, and of lasting value. Tolstoy's story, 
"Where Love is God is," to take one instance, illustrates 
with rare vividness the blessings of kindness to our 
neighbors. Such stories may be used with great advan- 
tage as reading-lessons. 

All children love stories. We can use, for example, 
when teaching "obedience," the delightful story of 
"Raggylug," in Ernest Seton Thompson's Wild Animals 
I Have Knowny and every child in the class will drink it 
in, moral and all. A moral alone is sharp and bitter as 
salt without soup, but a moral shaken and stirred into a 
genuinely good story adds flavor that the child himself 
appreciates. 

3. Dramatization. This plan can be of assistance in 
pageants, in plays, and in the celebration of anniversa- 
ries, birthdays of great men, and special occasions. Pic- 
tures, too, and, where available, the educational pic- 
tures of the biograph illustrating historical events and 



XX TO THE TEACHER 

various forms of social service, can be used to make the 
lessons more vivid. 

J^. History and geography. The connection of this out- 
line with history and geography will be clear when we 
glance at the plan from Grade V to Grade VIII. When 
the class is studying colonial history the heroic virtues 
of the early settlers will add appropriate stories. The 
subject of courage can be illustrated by the story of 
Daniel Boone, and that of self-control by Washington's 
conduct after the disastrous defeat of St. Clair. Geog- 
raphy will be well remembered if it is lighted up by a 
study of racial characteristics and of national flags and 
songs. 

5. Civics and citizenship. Throughout our course the 
accent on good citizenship is marked. In Grades IV and 
VI especially the outline will lend itself to lessons in 
citizenship, but the subject is never lost sight of and we 
believe that the material in definition and support of 
good citizenship will be a help to every teacher. Our 
nation cannot afford to have indifferent, ignorant, pre- 
judiced, or corrupt citizens. The inspiration of teaching 
leaps out of the hope of fanning a great flame of patriot- 
ism that shall burn all corruption from politics. Every 
child in our nation belongs in the teacher's care. If she 
can instill and inflame in him love and loyalty to his 
ties, she will have rescued and redeemed the nation. 

6. Ethical training. Some schools already have defi- 
nite periods for moral lessons. To them this outline 
offers a progressive course and many concrete illustra- 
tions. Our plan has a single center, the increase of sym- 
pathy and good will from year to year. There are no 
"don'ts" in the foreground; it is positive and not nega- 
tive, and above all, it dwells not on the self-conscious 



TO THE TEACHER xxi 

idea of virtue for its own sake, but on such loyalty to our 
actual ties as shall demand every inch of virtue we can 
acquire. 

All good ethical teaching will inevitably reach across 
from school to home and from home to school. The 
teacher aims to make the children more helpful, more 
sympathetic, more obedient at home as well as at 
school. Her lessons on hygiene and cleanliness should 
make the daily care of children easier for the parents; 
her constant exemplification of the spirit of helpfulness 
suggests to children what they can do to help at home. 
Our course aims directly to make vivid to children the 
value of their own homes, and to help them see their 
homes as part of the working community. In carrying 
out the plan of this course, parents and teachers can 
join, the parents following at home and encouraging by 
home reading the development of good will, which the 
teacher is strengthening at school. 

Unless ethical instruction passes into ethical action, 
it is worse than useless. Therefore, this course has been 
planned to give opportunities both for action and train- 
ing in grasping the principles of right-doing. The spirit 
of good will grows by service. In every grade we suggest 
special forms of helpfulness suited to the age and oppor- 
tunities of the children; — e.g., in Grade II ways of serv- 
ice to the old and feeble; in Grade III ways of service in 
helping the neighborhood. The older boys may well 
express their service through civic clubs and the younger 
boys and girls in Bands of Mercy. In every case the 
teaching must crystallize into habits of right action. 

7. Incidental teaching. The use of this outline as an 
aid in teaching reading, history, geography, civics does 
not in the least preclude incidental teaching. Often the 



xxii TO THE TEACHER 

very best occasions for instilling moral lessons come 
through some incident in school or in the neighborhood. 
The opportunities due to special events should always 
be used. We believe, however, that our book will sug- 
gest stories or acts that will help the teacher to make 
even more graphic and permanent the lessons of any 
special occasion. 

A teacher may find it preferable to use the topics for 
each year in a different order from that we have assigned. 
The marking by months is meant to be suggestive only. 
The teacher may change the order of subjects, repeat 
any topic if it seems to her wise and take, if it is best, 
more or less than a single month on any topic. We do 
not think of our course as a narrow-gauge road along 
which every teacher must go, stopping at each station 
on schedule time. It is rather a series of beacon lights in 
a wide field, but with a definite goal to be attained at the 
end of the year. 

Great ideals are invading our time. Welcomed or 
rejected in their weak and humble birth, the ideals 
of democracy and good will are yet destined to flower 
anew, blossoms in the twentieth century from a peren- 
nial vine. By imparting and by living in the spirit of 
citizenship every teacher becomes a branch of the great 
tree of democracy whose roots penetrate from land to 
land. In her teaching of the ideal of democracy and 
good will she expresses our perpetual gratitude to the 
world. 



A COURSE IN CITIZENSHIP 

GRADE I 

HOME 

By MARY McSKIMMON 

INTRODUCTION 

The one great theme for the year is Kindness. The 
ideal of kindness is to be woven into all the relations of 
the child and directed especially toward his home, his 
playmates, and that part of the animal world with which 
children come in contact. In this year the work will 
be successfully accomplished when the child's life finds 
its natural expression in activity controlled and beauti- 
fied by kindness toward all who come within the circle 
of his little world. 

Stories to be used in this grade 

Child* s Booh of Stories, Penrhyn W. Coussens. Duffield. 

For the Children's Hour, Caroline S. Bailey and Clara 
M. Lewis. Milton Bradley Co. 

Mother Stories and More Mother Stories, Maud Lindsay. 
Milton Bradley Co. 

How to Tell Stories to Children, Stories to Tell to Chil- 
dren, Best Stories to Tell to Children, Sara Cone Bryant. 
Houghton Mifflin Co. 

All About Johnny Jones, Verhoeff . Milton Bradley Co. 

Old Deccan Days, Mary Frere. Joseph McDonough Co. 



2 A COURSE IN CITIZENSHIP 

The Silver Crown, and The Pig Brother, Laura E 

Richards. Little, Brown & Co. 
The Fables of Msop, Joseph Jacobs. The Macmillan Co. 

Collections of poems containing helpful material 

The Land of Song, Book i, Katherine H. Shute. Silver, 

Burdett & Co. 
Open Sesame, Book i, Blanche W. Bellamy and Maud 

W. Goodwin. Ginn & Co. 
A Book of Verses for Children, E, V. Lucas. Henry Holt 

&Co. 
Three Years with the Poets, Bertha Hazard. Houghton 

Mifflin Co. 
Graded Poetry, Alexander and Blake. Maynard, Merrill 

&Co. 
Poems by Grades, Ada van S. Harris and Charles B. 

Gilbert. Charles Scribner's Sons. 
The Listening Child, Lucy W. Thacher. The Mac- 
millan Co. 
Poems Every Child Should Know, Mary E. Burt, Dou- 

bleday, Page & Co. 



SEPTEMBER: KINDNESS TO 
PLAYMATES 

For the Teacher: 

WHAT IS GOOD 

JOHN BOYLE o'rEILLY 

"What is the real good.? " 
I asked in musing mood. , 



GRADE I: HOME 3 

Order, said the law court; 
Knowledge, said the school; 
Truth, said the wise man; 
Pleasure, said the fool; 
Love, said the maiden; 
Beauty, said the page; 
Freedom, said the dreamer; 
Home, said the sage; 
Fame, said the soldier; 
Equity, the seer; — 

Spoke my heart full sadly: 
"The answer is not here." 

Then within my bosom 
Softly this I heard: 
"Each heart holds the secret; 
Kindness is the word. " 

Suggestions for morning talks 

(Put these ideas into daily practice whenever opportunity presents 
itself.) 

How to show kindness to playmates. 

By helping to put on coats and overshoes. 

By refraining from tale-bearing when things go wrong 

while at play. 
By letting new children and smaller ones share in the 

games. 
By helping the teacher make shy newcomers feel at 

home. 
By learning to play, and to pass up and down stairs, 

or through rooms and corridors without running 

into one another. 
By sharing candy, cake, and fruit with a playmate 

before tasting it. 



4 A COURSE IN CITIZENSHIP 

By keeping pleasant, instead of sulking, when one 
can't have one's own way. 
Read: "The Horse's Prayer," in English for Foreign- 
erSy Book Ily p. 119, by Sara R. O'Brien. Hough- 
ton Mifflin Co. 

Poems to read to children 

"Mabel on Midsummer Day," Mary Howitt, Poetry 
for Children. Houghton Mifflin Co. 

"Fairies of the Caldon Low," Mary Howitt, Booh of 
Famous Verse. Houghton Mifflin Co. 

"The Children's Hour," Longfellow, R.L.S. No. 11. 
Houghton Mifflin Co. 

"The Nurse's Song, " William Blake, Poems. The Mac- 
millan Co. 

"Lullaby of an Infant Chief," Scott, Poetry fcyr Chil- 
dren. Houghton Mifflin Co. 

"Old Gaelic Lullaby," Unknown, The Land of Song^ i. 

"A Good Boy," "Foreign Children," "A Good Play," 
"The Lamp Lighter," Robert Louis Stevenson, A 
Child's Garden of Verses. Charles Scribner's Sons. 

"Suppose," Phoebe Cary. See Grade II, p. 77. 

DEEDS OF KINDNESS 

EPES SARGENT 

Suppose the little cowslip 

Should hang its golden cup. 
And say, "I 'm such a tiny flower, 

I 'd better not grow up;" 
How many a weary traveler 

Would miss its fragrant smell ! 
How many a little child would grieve 

To lose it from the dell ! 



GRADE I: HOME € 

Suppose the glistening dewdrop 

Upon the grass should say, 
"What can a little dewdrop do? 

I 'd better roll away;" 
The blade on which it rested. 

Before the day was done. 
Without a drop to moisten it. 

Would wither in the sun. 

Suppose the little breezes. 

Upon a summer's day. 
Should think themselves too slight to cool 

The traveler on his way; 
Who would not miss the smallest 

And softest ones that blow. 
And think they made a great mistake 

If they were acting so? 

How many deeds of kindness 

A little child may do, 
Although it has so little strength. 

And Uttle wisdom, too! 
It wants a loving spirit. 

Much more than strength, to prove 
How many things a child may do 

For others, by its love. 

THE QUEEN BEE 

THE BROTHERS GRIMM 

A king once had two sons who were thought to be 
very clever; but they wasted their time and money and 
never did very much good in the world. They had a 
younger brother, whom they called "simpleton" be- 
cause he was quiet and simple. 

They made fun of him, telUng him that he would 



6 A COURSE IN CITIZENSHIP 

never get along in the world because he was not a? 
clever as they were. 

One evening they all went out for a walk together, 
and in their path they found an ant hill. The two elder 
brothers wanted to upset the ant hill, so that they could 
see the little ants running about in their fright and 
carrying away their eggs to a safe place. But the simple- 
ton said : — 

"No, no; let the poor little things alone. Don't spoil 
their nice house." 

Then they went on until they came to a lake where 
a great many ducks were swimming. 

The brothers wished to catch one to roast, but the 
simpleton said: — 

"Please leave the poor birds in peace. I cannot bear 
to have you kill any of them. " 

So the ducks were left to live, and the three brothers 
walked on again until they came to a bee's nest in a 
tree, with honey running all over the trunk. 

The two brothers wanted to light a fire under the tree 
to smother the bees, so that they could take away the 
honey, but the younger brother begged them not to. 

"Leave the poor things in peace, " said he. "I cannot 
bear to think of their being burnt. " 

Again they listened to him, even though they thought 
him stupid; and they all walked on until they came to 
a castle. 

Inside the castle they found an old man who seemed 
to be very deaf. When he saw them he did not say a 
word, but led them to a table covered with good things 
to eat. After they had eaten and drunk as much as they 
wished, he showed them beds where they could sleep. 

The next morning the gray old man came to the 
eldest brother, made signs to him to follow, and led him 
to a stone table, on which were written three sentences. 
The first sentence said: — 



GRADE I: HOME 7 

"In the wood under the moss are hidden a thousand 
pearls lost by the king's daughter. Whoever can find 
them all in one day before the sun goes down will free 
the castle from its spell. But if he should search and 
not succeed before sunset, he will be turned to stone." 

The eldest brother read these words and decided to 
try. He looked all day, but at sunset he had found only 
a hundred pearls, and was therefore turned into stone. 

In spite of this, the second brother made an attempt 
and began his task in the evening, so that he looked all 
night. By sunset next day he had found only two hun- 
dred pearls and was turned to stone like his brother. 

At last the simpleton had to look for the pearls, but 
he was very unhappy at having to do it, for he thought 
that he was so much stupider than his brothers that if 
they had failed, of course there could be no chance for 
him. 

As he sat thinking about it, he saw coming toward 
him the ant king, whose life and house he had saved. 
He had brought with him five thousand of his ants, and 
it was not long before they had found all the pearls, 
and piled them up in a large heap. Then they went 
home, hardly waiting for his thanks. They had been 
glad to help him and thus show their gratitude. 

When the simpleton went back to the castle with the 
pearls, he was given another task to do. It was to bring 
from the bottom of the lake where it was sunk, the key 
of the princess's sleeping room. 

Of course, he could not possibly hope to do this by 
himself, but when he went down to the lake he found 
there the very ducks that he had saved from being 
killed. They knew him at once, and when they heard 
what he wanted, they quickly dived to the bottom of 
the lake and got the key for him. 

Now the third thing he had to do was the hardest of 
all. He had to go into the room where the king's three 



8 A COURSE IN CITIZENSHIP 

daughters were sleeping, find out which was the young- 
est, and wake her. They all looked so much alike that 
he could not tell them apart. The only difference was 
that before going to sleep the eldest had eaten barley 
sugar, the second a little syrup, and the youngest a 
spoonful of honey. But how could he tell which had 
eaten the honey? Just as he was wondering what he 
should do about it, in came the queen bee he had seen 
the day before. She quickly flew to each of the sisters, 
and lit on their lips as if they were flowers. And, of 
course, she knew all about honey because she made it 
herself, so she could tell which one had eaten the honey. 

She remained sitting on the mouth of the youngest. 
Then the boy knew which sister to waken. The castle 
was freed from its spell in a moment, and every one who 
had been turned to stone was changed back again. 

You may be sure the older brothers no longer thought 
their younger brother was a simpleton. 



OCTOBER: KINDNESS TO ANIMALS 

For the Teacher: 

THE DIVINE IMAGE 

WILLIAM BLAKE 

To Mercy, Pity, Peace, and Love, 

All pray in their distress. 
And to these virtues of delight 

Return their thankfulness. 

For Mercy, Pity, Peace, and Love, 

Is God our Father dear; 
And Mercy, Pity, Peace, and Love, 

Is man, his child and care. 



GRADE I: HOME 9 

Suggestions for morning talks 

How should you treat your dog, if you want him to love 

you? 

Pat him kindly. 

Speak to him gently. 
Why does pussy dislike to have you pull her tail? Why 

does she purr when you stroke her fur the right way? 
What three thmgs must you remember every day if 

your pets are to be glad they are yours? 

To feed them at the right time. 

To give them plenty of clean, fresh water to drink. 

To give them a good warm bed at night. 
Pid you ever think how much the toads and frogs and 

turtles and birds must suffer when they are fright- 
ened and hurt? 
How can you try to be a friend to every animal you see? 
How can you help the birds? 

In summer by keeping shallow pans of water for them 
to drink from and bathe in. 

In winter by fastening a suet bag to a tree. Watch 
for the chickadees, woodpeckers and juncoes. Some 
of them will find it. 

Poems to read to children 

"Hiawatha's Childhood," Longfellow. R.L.S. No. 

13-14. Houghton Mifflin Co. 
"Piccola," Celia Thaxter. See Grade H, p. 60. 
**I Love Little Pussy," Jane Taylor, in Three Years 

with the Poets, Hazard. Houghton Mifflin Co. 
"Thank You, Pretty Cow, " Jane Taylor, in Three Years 

with the Poets, Hazard. Houghton Mifflin Co. 
"Mary's Lamb," S. J. Hale, in Poetry for Children, 

Houghton Mifflin Co. 



10 A COURSE IN CITIZENSHIP 

"Who Stole the Bird's Nest," Lydia Maria Child. 
Graded Poetry Selections. Educational Publishing Co. 

"The Little Ladybird," Caroline B. Southey. Nature 
in Verse, for Children. Silver, Burdett & Co. 

"The Lamb," WiUiam Blake. R.L.S. No. 59. Hough- 
ton Mifflin Co. 

"A Night with a Wolf," Bayard Taylor. See Grade III, 
p. 89. 

"St. Francis to the Birds," Longfellow. Voices for the 
Speechless. Houghton Mifflin Co. 

"Playing Robinson Crusoe," Kipling, Just So Stories. 
Doubleday, Page & Co. 

THE OX WHO WON THE FORFEIT * 

Long ago a man owned a very strong Ox. The owner 
was so proud of his Ox, that he boasted to every man 
he met about how strong his Ox was. 

One day the owner went into a village, and said to 
the men there: "I will pay a forfeit of a thousand pieces 
of silver if my Ox cannot draw a line of one hundred 
wagons." 

The men laughed and said: "Very well; bring your 
Ox, and we will tie a hundred wagons in a line and 
see your Ox draw them along." 

So the man brought his Ox into the village. A crowd 
gathered to see the sight. The hundred carts were in 
line, and the strong Ox was yoked to the first wagon. 

Then the owner whipped his Ox, and said, "Get up, 
you wretch! Get along, you rascal! " 

But the Ox had never been talked to in that way, and 
he stood still. Neither the blows nor the hard names 
could make him move. 

At last the poor man paid his forfeit, and went sadly 

» From Jataka Tales. Ellen C. Babbitt. The Century Co. 



GRADE I: HOME 11 

home. There he threw himself on his bed and cried: 
"Why did that strong Ox act so? Many a time he has 
moved heavier loads easily. Why did he shame me be- 
fore all those people?" 

At last he got up and went about his work. When he 
went to feed the Ox that night, the Ox turned to him 
and said: "Why did you whip me to-day? You never 
whipped me before. Why did you call me * wretch' and 
* rascal?' You never called me hard names before." 

Then the man said: "I will never treat you badly 
again. I am sorry I whipped you and called you names. 
I will never do so any more. Forgive me." 

"Very well," said the Ox. " To-morrow I will go into 
the village and draw the one hundred carts for you. 
You have always been a kind master until to-day. To- 
morrow you shall gain what you lost." 

The next morning the owner fed the Ox well, and 
hung a garland of flowers about his neck. When they 
went into the village the men laughed at the man again. 

They said: "Did you come back to lose more 
money?" 

"To-day I will pay a forfeit of two thousand pieces 
of silver if my Ox is not strong enough to pull the one 
hundred carts," said the owner. 

So again the carts were placed in a line, and the Ox 
was yoked to the first. A crowd came to watch again. 
The owner said: "Good Ox, show how strong you are! 
You fine, fine creature!" And he patted his neck and 
stroked his sides. At once the Ox pulled with all his 
strength. The carts moved on until the last cart stood 
where the first had been. 

Then the crowd shouted, and they paid back the 
forfeit the man had lost, saying: "Your Ox is the strong- 
est Ox we ever saw." And the Ox and the man went 
home, happy. 



12 A COURSE IN CITIZENSHIP 

THE SNOW-BIRD 1 

FRANK DEMPSTER SHERMAN 

When all the ground with snow is white. 

The merry snow-bird comes. 
And hops about with great delight 

To find the scattered crumbs. 

How glad he seems to get to eat 

A piece of cake or bread! 
He wears no shoes upon his feet. 

Nor hat upon his head. 

But happiest is he, I know. 

Because no cage with bars 
Keeps him from walking on the snow 

And printing it with stars. 

NOVEMBER: RESPONSIBILITY FOR 
CLEANLINESS AND CARE 

For the Teacher: 

GRADATIM 

JOSIAH GILBERT HOLLAND 

Heaven is not reached at a single bound; 
But we build the ladder by which we rise 
From the lowly earth to the vaulted skies. 

And we mount to its summit round by round. 

Suggestions for morning talks 

Why should children have clean bodies? 
To keep well. 

1 From Little Folk Lyrics. Houghton Miffin Co. 



GRADE I: HOME 13 

To be self-respecting. 

To be pleasant companions. 
Why should they brush their teeth thoroughly every 

day.r* 

Teeth not cleaned are not pleasant to look at. 

Unclean teeth decay easily. 

Decayed teeth lead to sickness. 
What can even the smallest children in school do to 

make themselves clean and so help to keep well and 

strong .f^ 

Come to school every day with clean hands and face. 

Brush their teeth every day. 

Keep their hair well brushed. 

Clean the nails after washing the hands. 

Bring a handkerchief to school every day. Use it 

before school begins. 
How can little children help to keep their clothes neat 

and tidy? 

By hanging up coat and hat as soon as they come in. 

By trying to find the clean places on the crossings, 

go as not to step in the mud. 
What other things will clean children remember? 

Never to throw paper on floors or sidewalks or play- 
grounds. 

To help their teachers keep the school always clean 

and beautiful. 

Never to put pencils in the mouth. 

Never to wet the fingers in the mouth in order to 

turn pages of books or to handle cards. 

Never to spit on floors or on sidewalks. 

Never to mark with chalk any fences or buildings. 

Never to scratch desks. 

Never to swap gum or suckers. 



14 A COURSE IN CITIZENSHIP 

Poems and stories to read or tell to children 

Clean Peter and the Children of Grubhylea. Trans, by 

Ada Wallas. Longmans, Green & Co. 
Goops and How to be Them, and More Goops, Gelett 

Burgess. F. A. Stokes Co. 
The Pig Brother ^ Laura E . Richards. Little, Brown & Co. 
"Billy, Betty and Ben as Soldiers." The Golden Ladder 

Book. The Macmillan Co. 

TOM, THE CHIMNEY SWEEP ^ 

Once upon a time there was a chimney-sweep, and 
his name was Tom. He lived in a great town where 
there were plenty of chimneys to sweep; he could not 
read or write and he never washed himself, for there was 
no water in the court where he lived. 

Tom and his master, Mr. Grimes, set out one morning 
for Harthover Place, where they were to sweep the 
chimneys. Mr. Grimes rode the donkey in front and 
Tom with the brushes walked behind. Soon they came up 
with a poor Irishwoman, trudging along with a bundle 
at her back. She walked beside Tom and asked him all 
about himself, till Tom thought he had never met such 
a pleasant-spoken woman. 

At last they came to a spring; there Grimes stopped, 
clambered over the low wall, knelt down, and began 
dipping his head into the spring, and very dirty he 
made it. Tom was picking the flowers as fast as he 
could, but when he saw Grimes actually wash he 
stopped quite astonished, and said, "My! master, I 
never saw you do that before." 

"Nor will again, most likely. 'T was n't for cleanliness 
I did it, but for coolness. I 'd be ashamed to want wash- 
ing every week or so, like any smutty collier-lad." 

1 Abridged from The Water Babies, by Charles Kingsley. 



GRADE I: HOME 15 

"I wish I might go and dip my head in," said poor 
little Tom. 

"Thou come along," said Grimes. "What dost thou 
want with washing thyself? " — and he began beating 
Tom. 

"Are you not ashamed of yourself, Thomas Grimes? " 
cried the Irishwoman. 

Grimes seemed quite cowed and got on his donkey 
without a word. 

"Stop," said the Irishwoman. "I have one more 
word. Those that wish to be clean, clean they will be; 
and those that wish to be foul, foul they will be." 

How many chimneys Tom swept at Harthover Place 
I cannot say, but he lost his way in them, came down the 
wrong one, and found himself in a room the like of which 
he had never seen before. The room was all dressed in 
white, white curtains, white chairs, and white walls. 
Then looking toward the bed he held his breath with 
astonishment. Under the snow-white coverlet, upon 
the snow-white pillow, lay the most beautiful little girl 
Tom had ever seen. 

"She never could have been dirty," thought Tom, 
and then, "Are all people like that when they are 
washed?" And he looked at his own wrist and tried 
to rub the soot off. Looking round, he saw close to 
him, a little ugly, black, ragged figure with bleared eyes 
and grinning white teeth. What did such a little black 
ape want in that sweet young lady's room? And be- 
hold, it was himself reflected in a great mirror. 

And Tom for the first time in his life found out that 
he was dirty and burst into tears of shame and anger. 
He turned to sneak up the chimney again and hide, but 
upset the fender and threw the fire-irons down with a 
great noise. Under the window spread a tree, and Tom 
went down the tree like a cat and across the garden to- 
wards the woods. 



16 A COURSE IN CITIZENSHIP 

The under-gardener, mowing, saw Tom, threw down 
his scythe, and gave chase. Grimes upset the soot bag 
in the new gravel yard; but he ran out and gave chase 
to Tom. Tom ran on and on; he was far away from 
Harthover, having left the gardener and Grimes be- 
hind. Through the wood he could see a clear stream, 
and far, far away the river. Then he fell asleep and 
dreamed that the little white lady called to him, "Oh, 
you're so dirty; go and be washed"; and then he heard 
the Irishwoman say, "They that wish to be clean, clean 
they will be." 

AH of a sudden he found himself between sleep and 
awake, in the middle of the meadow, saying contin- 
ually, "I must be clean, I must be clean." He went to 
the bank of the brook, and dipped his hand in, and 
found the water cool, cool; and he said again, "I must 
be clean, I must be clean." And he put his poor, hot, 
sore feet into the water; and then his legs. "Ah," said 
Tom, "I must be quick and wash myself." 

DECEMBER: MAKING OTHERS 
HAPPY 

For the Teacher: 

SERVICE 1 

EDWARD ROWLAND SILL 

Fret not that the day is gone. 
And thy task is still undone. 
'T was not thine, it seems, at alh 
Near to thee it chanced to fall. 
Close enough to stir Ihy brain. 
And to vex thy heart in vain. 

* From Compete Foems. Houghton Mifflin Co. 



GRADE I: HOME 17 

Somewhere, in a nook forlorn, 
Yesterday a babe was born: 
He shall do thy waiting task; 
All thy questions he shall ask. 
And the answers will be given. 
Whispered lightly out of heaven. 

Suggestions for morning tallcs 

There is excellent material that will arouse little chil- 
dren to the festival spirit of Christmas, in Christmas in 
Olden Times, and in Many Lands, by Evelyn D. Walker 
(W. M. Welch & Co., Chicago). The second part is of 
great value to the primary teacher in awakening the 
interest of little children in the Christmas customs of 
Scotland, Norway, Sweden, Russia, France, Italy, 
Germany, etc. Many of these pretty festivities could 
be represented by home-made devices, and by a few 
dolls dressed in the costumes illustrated in the volume 
named. 

Christmas makes us happy because it gives us the chance 
to make others happy. 
We should give gifts that bring happiness. 
Something that has cost loving, careful thought and 
work, even if it cost only a little money. 
Pleasant greetings and kind wishes. 
A little Christmas letter to friends that are far away. 
What is the Christmas spirit for receiving gifts .^^ 
Always remember to thank every one who has given 
you the smallest gift. The smallest first grade child 
can write, "I thank you," at this time of year. 
Did you ever try to make an absent sick child happy by 
giving him a scrap book, where each scholar did some- 
thing to make it beautiful.'* 



18 A COURSE IN CITIZENSHIP 

Make the birds happy by putting your Christmas tree 
out of doors, when you are through with it. Fasten on 
it some bones or suet, and place some bread or suet 
on a board. 

Poems and stories to read or tell to children 

"While Stars of Christmas Shine," Emilie Poulsson, 

Holiday Songs, etc. Milton Bradley Co. 
"An Old Christmas Carol," and "A Visit from St. 

Nicholas," Moore, in Three Years with the Poets y 

Hazard. Houghton Mifflin Co. 
"Purring When You're Pleased," Mrs. Alfred Gatty, 

Parables from Nature. Everyman's Library. 
When the King Carney George Hodges, chaps, i-iv. 

Houghton Mifflin Co. 
"Story of Christmas," in The Story Hour, Kate Doug- 
las Wiggin and Nora A. Smith. Houghton Mifflin Co. 
"Little Pine Tree," and "Little Fir Tree," Hans 

Christian Andersen. 
"The Little Friend," Abbie Farwell Brown, The 

Flower Princess. Houghton Mifflin Co. 
Bed-Time Stories, Louise Chandler Moulton. Little, 

Brown & Co. 
"The First Christmas Tree," "The Symbol and the 

Saint," and "The Coming of the Prince," Eugene 

Field, Little Book of Profitable Tales. Charles Scrib- 

ner's Sons. 
"Bethlehem Town," and "Jest 'fore Christmas," 

Eugene Field, Poems. Charles Scribner's Sons. 
Old Carols, (1) "From far away we come to you," 

(2) "We three kings of Orient are," (3) "There came 

three kings at break of day." 
"The Little Fir Tree," Sara Cone Bryant, Stones to 

Tell to Children. Houghton Mifflin Co. 



GRADE I: HOME 19 

HILDA'S CHRISTMAS! 

MARTHA A. L. LANE 

Standing apart from the childish throng. 

Little Hilda was silent and sad; 
She could not join in the happy song. 

She could not echo the voices glad. 

"What can I do on Christmas day? 
I am so little and we are so poor." 
She said to herself in a dreary way 
"I wish there was never a Christmas more. 

"Mother is sick and father can't know 

How children talk of their gifts and their joy, 
Or he'd surely try, he loves me so. 
To get me just one single toy. '* 

"But Christmas is n't for what you get," 
She heard a small, sweet, tender voice, — 

"It's for what you give," said wee Janet, 
And the words made Hilda's heart rejoice. 

"It is n't our birthday," went on the mite, 

" It is Christ's, you know; and I think he 'd say 
If he were to talk with us to-night 

That he 'd wish us to keep it his own way." 

A. plan came into Hilda's head; 

It seemed to her she could hardly wait. 
"I can't give nice things," she bravely said, 
"But I '11 do what I can to celebrate." 

"I can give the baby a day of fun; 

I can take my plant to the poor, lame boy; 

* By permission of the author. 



20 A COURSE IN CITIZENSHIP 

I can do mother's errands, — every one; 
And my old kite I can mend for Roy. 

"I can read to father and save his eyes; 
I can feed the birds in the locust grove; 
I can give the squirrels a fine surprise 

And grandma shall have a letter of love. " 

Now when that busy day was done. 

And tired Hilda crept to bed, 
She forgot that she had no gift of her own. 
"What a lovely Christmas it was!" she said. 

JANUARY: FAITHFULNESS 

For the Teacher: 

Whatever any one does or says, I must be good; 
just as if the gold, or the emerald, or the purple were 
always saying this, " Whatever any one else does, I must 
be emerald and keep my color. " — Marcus Aurelius. 

Suggestions for morning talks 

Read to the children Phoebe Cary's poem, "A Leak in 

the Dike." 
Discuss with the class the character of little Peter; 

His obedience to his mother. 

His kindness to the old man. 

His courage in stopping with his arm the leak in the 

great dike. 

His faithfulness to his task through the long, dark, 

cold night. 

Why he is remembered and loved and honored. 
Peter is the boy whose deeds prove his faithfulness. 

How can we be faithful too? 



GRADE I: HOME 21 

By coming to school every day on time : this is being 

faithful to one*s school. 

By keeping a promise: this is being faithful to one's 

word. 

By trying to do one's work exactly right : this is being 

faithful to one's duty. 

By going straight home when school is done: not 

loitering by the way or going to play when forbidden, 

is being faithful to one's mother. 
How many other ways can you think of ? 

Doing errands well without forgetting. 

Going to bed cheerfully and readily when bedtime 

comes. 
Telling the truth is being faithful to God. 

Poems and stories to read or tell to children 

"The Lost Doll," Charles Kingsley, in Three Years with 
the PoetSy Hazard. Houghton Mifflin Co. 

"Robin Redbreast," William Allingham, Book of Fam- 
ous Verse. Houghton Mifflin Co. 

"Twinkle, twinkle little Star," Jane Taylor, in Selections 
for Memorizing. Ginn & Co. 

**If I were a Sunbeam," Lucy Larcom, Childhood Songs, 
Houghton Mifflin Co. 

"Good-Night and Good-Morning," and "Lady Moon," 
Lord Houghton. R.L.S. Nos. 59 and 70. Houghton 
Mifflin Co. 

"A Child's Prayer," M. Betham Edwards, in Poems by 
GradeSy Harris and Gilbert. Charles Scribner's Sons. 

"The Tempest," James T. Fields. R.L.S. No. X. 
Houghton Mifflin Co. 

The Cochy the Mouse, and the Little Red Hen, 
Ftlicitc Lefevre. Jacobs & Co. 



22 A COURSE IN CITIZENSHIP 

" Dust under the Rug," Maud Lindsay. See Grade III, 
p. 111. 

"Story of the Pigs," Joel Chandler Harris, Nights with 
Uncle Remus. Houghton Mifflin Co. ,i 

"The Seven Ways of the Woods," Ellen C. Babbitt, *' 
Jataka Tales. Century Co. 

A LEAK IN THE DIKE » 

PHCEBE CART 
A Story of Holland 

The good dame looked from her cottage 

At the close of the pleasant day. 
And cheerily called to her little son 

Outside the door at play: 
**Come, Peter, come! I want you to go. 

While there is light to see, 
To the hut of the blind old man who lives 

Across the dike, for me; 
And take these cakes I made for him — 

They are hot and smoking yet; 
You have time enough to go and come 

Before the sun is set." 



And now, with his face all glowing. 

And eyes as bright as the day 
With the thoughts of his pleasant errand. 

He trudged along the way; 
And soon his joyous prattle 

Made glad a lonesome place — 
Alas ! if only the blind old man 

Could have seen that happy face! 

* Abridged from the Poetical Works of Alice and Phoebe Cary. Houghton Mifflio Coip 



GRADE I: HOME 23 

Yet he somehow caught the brightness 
Which his voice and presence lent; 

And he felt the sunshine come and go 
As Peter came and went. 

And now, as the day was sinking, 

And the winds began to rise. 
The mother looked from her door again. 

Shading her anxious eyes; 
And saw the shadows deepen 

And birds to their homes come back. 
But never a sign of Peter 

Along the level track. 
But she said, "He will come at morning. 

So I need not fret or grieve — 
Though it is n't like my boy at all 

To stay without my leave." 

But where was the child delaying ? 

On the homeward way was he. 
And across the dike while the sun was up 

An hour above the sea. 
He was stopping now to gather flowers. 

Now listening to the sound, 
As the angry waters dashed themselves 

Against their narrow bound. 
^'Ah! well for us," said Peter, 
" That the gates are good and strong. 
And my father tends them carefully. 

Or they would not hold you long ! " 



But hark ! Through the noise of waters 
Comes a low, clear, trickling sound; 

And the child's face pales with terror. 
And his blossoms drop to the ground. 



24 A COURSE IN CITIZENSHIP 

He is up the bank in a moment. 

And, stealing through the sand. 
He sees a stream not yet so large 

As his slender, childish hand. 
'Tis a leak in the dike I He is but a boy. 

Unused to fearful scenes; 
But, young as he is, he has learned to know 

The dreadful thing that means. 

For he knows the smallest leak may grow 

To a flood in a single night; 
And he knows the strength of the cruel sea 

When loosed in its angry might. 

And the boy ! He has seen the danger. 

And, shouting a wild alarm. 
He forces back the weight of the sea 

With the strength of his single arm! 
He listens for the joyful sound 
' Of a footstep passing nigh; 

And lays his ear to the ground,^to catch 

The answer to his cry. 
• •«..••• 
He sees no hope, no succor. 

His feeble voice is lost; 
Yet what shall he do but watch and wait. 

Though he perish at his post! 

He thinks of his brother and sister. 

Asleep in their safe warm bed; 
He thinks of his father and mother. 

Of himself as dying — and dead; 
And of how, when the night is over. 

They must come and find him at last: 
But he never thinks he can leave the place 

Where duty holds him fast. 



GRADE I: HOME 25 

The good dame in the cottage 

Is up and astir with the light. 
For the thought of her little Peter 

Has been with her all night. 
And now she watches the pathway. 

As y ester eve she had done; 
But what does she see so strange and black 

Against the rising sun? 
Her neighbors are bearing between them 

Something straight to her door; 
Her child is coming home, but not 

As he ever came before! 

*He is dead!" she cries; "my darling!" 

And the startled father hears, 
And comes and looks the way she looks. 

And fears the thing she fears: 
Till a glad shout from the bearers 

Thrills the stricken man and wife — 
* Give thanks, for your son has saved our land., 

And God has saved his life!" 
So, there in the morning sunshine 

They knelt about the boy; 
And every head was bared and bent 

In tearful, reverent joy. 

'T is many a year since then; but still. 

When the sea roars like a flood. 
Their boys are taught what a boy can do 

Who is brave and true and good. 
For every man in that country 

Takes his son by the hand. 
And tells him of little Peter, 

Whose courage saved the land. 

They have many a valiant hero. 
Remembered through the years : 



26 A COURSE IN CITIZENSHIP 

But never one whose name so oft 
Is named with loving tears. 

And his deed shall be sung by the cradle, 
And told to the child on the knee. 

So long as the dikes in Holland 
Divide the land from the sea! 



THE DOG OF HELVELLYN , 

MARY McSKIMMON 

High up on the mountain side a hunter climbed fol- 
lowed by his faithful dog. In the mist and storm the 
hunter lost his way, slipped over a steep cliff and was 
killed. The good and faithful dog never left his side. 
The storm cleared off and the stars came out, while 
the noble animal waited for his master to get up and 
speak to him. 

Morning came and the bright sunshine, but the dog 
never thought of giving up his watchful care. All 
alone on the mountain where no one came for many 
weeks, he watched faithfully by his dead master. 

He must have found food for himself somewhere. 
Perhaps he caught little field mice or rabbits that lived 
there, and drank water from a brook close by. Never 
did the good dog forget his master's love and care for 
him, and so through the weary weeks and months with 
never a word to cheer or comfort his aching heart he 
watched faithfully. 

At last one day a party of huntsmen came to the spot 
where the good dog waited. It made their hearts ache 
to see how thin and worn the poor dog was. They took 
up the body of his master and the faithful dog followed 
close behind, till they reached the long lost home. 

Should not a child learn to be faithful when a dog 
knew the lesson so well? 



GRADE I: HOME 27 

FEBRUARY: THE KINDNESS OF 
GREAT MEN 

For the Teacher: 

The bravest are the tenderest. 
The loving are the daring. 

Bayard Taylor. 

Suggestions for morning talks 

Tell the children the story of "The Ugly Duckling." 
Hans Andersen, the author, wrote it to show how 
greatly kindness is needed everywhere. He became 
a great and honored man who was always kind to 
the unfortunate. 

Abraham Lincoln, whose birthday we remember this 
month, had a heart brimful of kindness. His heart 
was filled with pity for the poor black slaves, and he 
caused them to be freed. He was always good to his 
mother. Once he said, "All that I am, I owe to my 
mother. " 

Henry W. Longfellow showed his kindness to every one, 
friend, neighbor, and stranger alike. Listen to the 
poem called "The Children's Hour." What does it 
show us about his own children? 

Hundreds of years ago an English soldier named Sir 
Philip Sidney was wounded in a battle. He was suffer- 
ing terribly and was almost dying of thirst. Some 
one took him a cup of water. Just as he was going 
to drink it, he saw another poor wounded soldier look 
longingly at the water. Sir Philip gave it all to him 
saying, "Take it, your need is greater than mine." 
What made him give away the water he wanted 
so much? 



28 A COURSE IN CITIZENSHIP 

Robert Louis Stevenson wrote poems that all children 
love. For many years he lived far away from his 
home on an island called Samoa. The people were 
brown there. They were poor and humble and had 
no money or rich gifts to give Mr. Stevenson to show 
their love for all his daily kindness to them, so they 
built a long, long road straight up the hills from the 
sea to his home. Mr. Stevenson was delighted to have 
a beautiful smooth road to ride on, and he called it 
"The Road of the Loving Hearts." Why? 

Hundreds of years ago a great man called St. Francis 
was so kind to all, that people said even a big gray 
wolf stopped killing the sheep of the poor peasants 
because St. Francis asked him to. (Read extracts 
from Everybody's St. Francis, Maurice F. Egan, 
The Century Co.) How could a man have so much 
power with wild beasts? 

THE WOLF OF GUBBIO ^ 

What time St. Francis abode in the city of Agobio 
(Gubbio) there appeared in the country an exceeding 
great wolf, terrible and fierce, which not only devoured 
animals but also men, so that all the city folk stood in 
great fear; none durst go forth of that place. St. Francis, 
having compassion on the people, went forth with his 
companions, putting all his trust in God. And the 
others misdoubting to go further, St. Francis took the 
road to the place where the wolf lay. In the sight of 
many of the townsfolk that had come out to see this 
miracle, the wolf made at St. Francis with open mouth. 
St. Francis called to him: "Come hither, brother wolf: 
I command thee in the name of Christ that thou do no 

* Abridged from The Little Flowers of St. Francia. The Macmillan Co, 



GRADE I: HOME 29 

harm, nor to me nor to any one." O wondrous thing! 
the wolf shut his jaws and stayed his running, and when 
he was bid, came gently as a lamb and laid him down 
at the feet of St. Francis. Thereat St. Francis thus 
bespake him: "Brother wolf, much harm hast thou 
wrought in these parts, spoiling and slaying the crea- 
tures of God, without His leave: But I would fain, 
brother wolf, make peace between thee and these; so 
that thou mayest no more offend them, and they may 
forgive thee, and nor men nor dogs pursue thee any 
more." The wolf with movements of body, tail, and 
eyes, and by the bending of his head, gave sign of his 
assent, and of his will to abide thereby. Then spake 
St. Francis again: "Brother wolf, sith it pleaseth thee 
to make this peace, I will see to it that the folk of this 
place give thee food so long as thou shalt live; for I wot 
well that through hunger hast thou wrought all this ill. 
But I will, brother wolf, that thou promise me to do 
none hurt to any more; dost promise me this? '* And the 
wolf promised. Then quoth St. Francis, "I will that 
thou plight me troth for this promise," and stretching 
forth his hand, the wolf lifted up his right paw and laid 
it gently on the hand of St. Francis. Then quoth St. 
Francis: "Brother wolf, I bid thee come now with me 
and let us stablish this peace in God's name. " And the 
wolf obedient set forth with him; and straightway 
the bruit of it was spread through the city, so that all the 
people, men-folk and women-folk, great and small, 
young and old, gat them to the market place to see the 
wolf with St. Francis. And St. Francis said to them; 
"Brother wolf hath promised me to offend no more in 
any thing; and do ye promise him to give him every day 
whate'er he needs." Then promised all the folk with 
one accord to give him food abidingly. Then quoth St. 
Francis: "And thou, brother wolf, doth thou promise 
to keep this pact of peace?" And the wolf knelt him 



so A COURSE IN CITIZENSHIP 

down and bowed his head. Therewith all began to lift 
up their voices blessing God, that had sent St. Francis 
unto them, who by his merits had set them free from the 
jaws of the cruel beast. And thereafter this same wolf 
lived two years in Agobio; and went like a tame beast 
in and out the houses, from door to door, without doing 
hurt to any or any doing hurt to him, and was courte- 
ously nourished by the people; and as he passed thus- 
wise through the country and the houses, never did any 
dog bark behind him. At length, after a two years' 
space, brother wolf died of old age: whereat the towns- 
folk sorely grieved, sith marking him pass so gently 
through the city, they minded them the better of the 
virtue and sanctity of St. Francis. 

MARCH: GENEROSITY 

For the Teacher: 

Dust as we are, the immortal spirit grows 
Like harmony in music; there is a dark 
Inscrutable workmanship that reconciles 
Discordant elements, makes them cling together 
In one society. How strange that all 
The terrors, pains, and early miseries. 
Regrets, vexations, lassitudes interfused 
Within my mind, should e'er have borne a part, 
And that a needful part, in making up 
The calm existence that is mine, when I 
Am worthy of myself! 

Wordsworth, The Prelude^ 

Book I. 

Suggestions for morning talks 

Read Phoebe Cary's poem **A Legend of the North- 
land." 
Be sure that the children's ideas are clear concerning 



GRADE I: HOME 31 

the details of the story. Try to have them find the 

truth underlying the make-believe. 

What kind of a country is the Northland? 

What is the reindeer used for? 

Where do the children get their clothes? 

What was the good saint doing? 

Why did he ask the woman for a cake? 

Why did she make a small one, and still a smaller? 

Why did she keep them all? 

Do we like stingy people? 

Do we want to be stingy? 

What was her punishment? 
Contrast this story with the true and well known de- 
votion of the eider duck that plucks the down from 

her own breast to line the nest and keep her babies 

warm in the cold land of Labrador. Why do we 

love this bird? 
How can a child be generous? 

Sharing his pleasures. 

Letting others play with his toys. 

Letting his playmate or little sister have the prettiest 

apple, or the largest piece of cake. 

By not taking up too much of the teacher's time from 

the rest of the class. 

Letting some one else have the first chance on the 

swing. 

By refusing to take all the good things, even if they 

are offered to him. 

Poems and stories to read or tell to children 

" I Love You, Mother," Joy Allison. See Grade HI, p. 91. 
"Little Bell," Thomas Westwood. Fireside Encyclo- 
poedia of Poetry. H. T. Coates & Co. 



32 A COURSE IN CITIZENSHIP 

*'Alec Yeaton's Son," T. B. Aldrich. R.L.S. No. 124. 

Houghton Mifflin Co. 
"George Nidiver," Anonymous; quoted in Emerson's 

" Courage," Society and Solitude. Houghton Mifflin Co. 
"The Pied Piper," Browning. R.L.S. No. 115. Hough- 
ton Mifflin Co. 
"The Fairies of the Caldon Low," Mary Howitt. Book 

of Famous Verse. Houghton Mifflin Co. 
"Mabel on Midsummer Day," Mary Howitt. Poetry 

for Home and School. G. P. Putnam's Sons. 
" The Tree," Bjornstjerne Bjornson. R.L.S. No. CC. 

Houghton Mifflin Co. 
"A Year's Windfalls," Christina Rossetti. Poems. The 

Macmillan Co. 
Fables and Folk-Stories, H. E. Scudder. Houghton 

Mifflin Co. 
The Happy Prince^ Oscar Wilde. G. P. Putnam's Sons. 
Nature Myths and Stories for Little Children, Flora J. 

Cooke. Flanagan, Chicago. 
Book of Nature Myths, Florence Holbrook. Houghton 

Mifflin Co. 
The Golden Windows, Laura E. Richards. Little, 

Brown & Co. 
"The Star Dollars," "The Shower of Gold," Grimms' 

Fairy Tales. R.L.S. No. 107. Houghton Mifflin Co. 

A LEGEND OF THE NORTHLAND ^ 

PHCEBE CARY 

Away, away in the Northland, 

Where the hours of the day are few. 

And the nights are so long in winter, 
They cannot sleep them through; 

* From the Poetical Works qf Alice and Phwbe Gary. Houghton Mifflin Co. 



GRADE I: HOME 33 

Where they harness the swift reindeer 

To the sledges, when it snows; 
And the children look like bear's cubs 

In their funny, furry clothes: 

They tell them a curious story — 

I don't believe 'tis true; 
And yet you may learn a lesson 

If I tell the tale to you. 

Once, when the good Saint Peter 

Lived in the world below, 
And walked about it, preaching. 

Just as he did, you know; 

He came to the door of a cottage. 

In traveling round the earth. 
Where a little woman was making cakes. 

And baking them on the hearth; 

And being faint with fasting. 

For the day was almost done. 
He asked her, from her store of cakes. 

To give him a single one. 

So she made a very little cake. 

But as it baking lay 
She looked at it, and thought it seemed 

Too large to give away. 

Therefore she kneaded another. 

And still a smaller one; 
But it looked when she turned it over. 

As large as the first had done. 

Then she took a tiny scrap of dough. 
And rolled and rolled it flat; 



34 A COURSE IN CITIZENSHIP 

And baked it thin as a wafer — 
But she could n't part with that. 

For she said, "My cakes that seem too small 

When I eat of them myself, 
Are yet too large to give away." 

So she put them on the shelf. 

Then good Saint Peter grew angry. 

For he was hungry and faint; 
And surely such a woman 

Was enough to provoke a saint. 

And he said, "You are far too selfish 

To dwell in a human form. 
To have both food and shelter. 

And fire to keep you warm: 

"Now you shall build as the birds do. 
And shall get your scanty food 
By boring, and boring, and boring. 
All day in the hard, dry wood." 

Then up she went through the chimney. 

Never speaking a word. 
And out of the top flew a woodpecker. 

For she was changed to a bird. 

She had a scarlet cap on her head. 

And that was left the same. 
But all the rest of her clothes were burned 

Black as a coal in the flame. 

And every country schoolboy 

Has seen her in the wood; 
Where she lives in the trees till this very day. 

Boring and boring for food. 



GRADE I: HOME 35 

And this is the lesson she teaches: 

Live not for yourself alone, 
Lest the needs you will not pity. 

Shall one day be your own. 

Give plenty of what is given to you. 

Listen to pity's call; 
Don't think the little you give is great, 

And the much you get is small. 

APRIL: KINDNESS SHOWN BY 
GOOD MANNERS 

For the Teacher: 

SAINT MATTHEW! 

JOHN KEBLE 

There are in this loud stunning tide 

Of human care and crime, 
With whom the melodies abide 

Of th' everlasting chime; 
Who carry music in their heart, 
Through dusky lane and wrangling mart. 
Plying their daily task with busier feet. 
Because their secret souls a holy strain repeat. 

For the Class: 

Politeness is to do and say 

The kindest thing in the kindest way. 

Suggestions for morning talks 

Read: "The Whole Duty of Children," in A Child* » 
Garden of Verses, by Robert Louis Stevenson. 

» From The Christian Year. 



S6 A COURSE IN CITIZENSHIP 

Tell the story of "Purring When You're Pleased,'* in 
Parables from Nature, by Mrs. Alfred Gatty. Every- 
man's Library. 
Since courtesy is only putting into use in church, at 

home, at school, in the street, in cars, the kind feelings 

we hold in our hearts towards others, many of the 

stories and poems in the previous lists may be used 

again in teaching the subject of Good Manners. 
For discussion: 
How may a child practice good manners at home? 

Never interrupt a conversation between people older 

than you are. 

Do not choose the best seat in the room. 

Learn to say "Please" whenever you ask for anything. 

Learn to say "I thank you," not "Thanks," when 

any kindness has been shown you. 

You must not sulk or answer back when reproved. 

Pass behind, not in front of people. 
What are some of the ways of being well-mannered at 

school? 

On your way to school, learn to say " Good-morning" 

to all whom you know. Never say "Hello" to grown 

people. 

Say "Good morning" to your teacher on entering 

school. 

Do not stare at visitors. 
How may politeness be shown on the street? 

If you are playing with a cart, hoop, or sled, look out 

not to run into any one. 

Never block up the pathway of passers-by. 

Touch your cap to all ladies whom you know. 
Let us think of some ways we can show politeness while 

traveling. 



GRADE I: HOME 37 

We should not rush for the best seats. 

A polite boy will always give his seat, lifting his cap 

as he does so, to any lady who is standing. 
How can we be polite in church? 

By getting there on time. 

Not talking or whispering or staring around. 

Sitting quietly. 

Not putting on gloves or overcoat till the services are 

over. 
In general. 

Let us learn to say, "Yes, mother," "No, father,'* 

"Yes, Miss ." 

Our manners can never be good manners unless we 

practice them every day. 

When a visitor comes, either at home or school, find 

her a chair and lay aside her wraps or umbrella. 

When passing through an open doorway, hold the 

door open for those behind you. 

Practice until you can pass cups and saucers nicely. 

Say "Excuse me," even if you are not to blame. 

Always open the door for your mother or when any 

other older person leaves the room where you are. 

Move away from the end seat of a car so that it will 

be easy for ladies to get in. 

Offer to carry bundles. Run when you are asked to 

do an errand. 

Avoid whispering in company. 

TROTT MAKES A VISIT ^ 

There was once a little French boy named Trott, who 
lived with his pretty mamma in a beautiful house near 

1 From Mon Petit Trott, A. Lichtenberger. Adapted by Marjorie L. Henry. 



38 A COURSE IN CITIZENSHIP 

the sea. The story I am going to tell you is about little 
Trott*s visit with one of his mamma's friends, Mme. 
de Trean (Mme. is the French word for Mrs.). 

Mme. de Trean lives in a little red house with two 
towers, not far from Trott's home. Her house is perched 
up all alone on a great rock which stands out over the 
sea, and seems to say to the people who pass by — 
"Go on, do not notice me." 

Mme. de Tr6an is very old. She has very white hair 
and cheeks with wrinkles. Her hands, on which she 
wears beautiful rings, tremble when she takes your 
hand in hers. Her back is bent, and she can walk only 
a little way each day in her sunny garden. Sometimes 
she goes for a little drive in her black carriage with the 
black coachman and the black horse. The rest of the 
day she sits very still in her parlor, all alone. She can 
never see any one — for she is blind. 

To-day Trott is going with his mamma to take lunch 
with Mme. de Trean. They are just a little late so Trott 
has to run to keep up with his mother. At last they 
arrive and an old servant leads them into the parlor. 
Mme. de Trean is sitting in a large arm-chair, all alone. 
Mamma greets her kindly, and Trott, when she has 
kissed him, sits quietly in his chair until lunch is 
served. 

"Come, my little man, come and give me your arm." 

Trott runs to Mme. de Tr6an, very proud and very 
happy to help the dear old lady. She takes his little 
hand in hers and slowly they go to the dining-room. 
Trott is lifted to a big high chair, and a napkin is tied 
around his neck. 

Trott does not say a word. In the first place he knows 
that children must not talk at the table, and then he 
is very busy trying to be polite. Certainly if he put his 
elbow on the table or if he upset his glass Mme. de 
Trean would not see him. But to make that an excuse 



GRADE I: HOME 39 

would be all the worse; it would be just like telling 
a lie. 

Just now Trott is having such a hard time with a 
piece of fish that will not come on to his fork. He is 
trying so hard to take it up nicely without touching 
it with his fingers, that his forehead is all perspiration 
and his little face is as red as can be. Hurrah! The 
fish is caught. Oh ! but there is a little drop of gravy 
on the cloth. What a shame! But no one has seen. — 
Trott waits until mother stops speaking : 

"Madame,—" 

Madame de Trean starts with surprise. 

"What is it, my little friend.?^" 

"I made a spot with the gravy sauce! I am very 
sorry." 

Madame de Trean smiles happily. 

"You have done right, my little Trott, to tell me 
what you did wrong. We should always act so that 
every one may see us, and if sometimes we do some- 
thing which is not quite right, at least we should not 
hide it." 

When lunch is over Mme. de Trean invites mother 
and Trott to take a little drive. Mamma has promised 
to spend the afternoon with another friend, but she 
says: 

"Trott would just love to go, madame. Don't you 
want to go driving with Mme. de Trean?" 

Trott does not want to go very much. He was going 
to play with his little friend Marie. That would be 
more fun. He is just going to say so when he thinks 
that poor Mme. de Trean must get very lonely, and it 
would not be polite to say "no." 

"Yes, mother, I should like to go." 

The big black horse brings the carriage to the door, 
and side by side Mme. de Trean and little Trott drive 
away. 



40 A COURSE IN CITIZENSHIP 

MAY: AVOIDING QUARRELS AND 
MAKING PEACE 

For the Teacher: 

CHRISTABEL 

SAMUEL TAYLOR COLERIDGE 

Alas! they had been friends in youth; 
But whispering tongues can poison truth; 
And constancy lives in realms above; 
And life is thorny; and youth is vain; 
And to be wroth with one we love, 
Doth work like madness in the brain. 
And thus it chanced, as I divine. 
With Roland and Sir Leoline. 
Each spake words of high disdain 
And insult to his heart's best brother: 
They parted — ne'er to meet again ! 
But never either found another 
To free the hollow heart from paining — 
They stood aloof, the scars remaining. 
Like cliffs which had been rent asunder; 
A dreary sea now flows between — 
But neither heat, nor frost, nor thunder. 
Shall wholly do away, I ween. 
The marks of that which once hath been. 

Suggestions for morning talks 

What are some of the ways that quarrels begin? 
Through trying to tease: — calling names. 
Because some one always insists on "bossing" the 
others. 

When we forget to be kind and generous, and all 
snatch something at the same time. 
When we are tale-bearers. 



GRAX)E I: HOME 41 

What can we do to be peacemakers? 
Run away from children who are cross and quarrel- 
some, and find some one else to play with. 
Remember that it always takes two to make a quarrel, 
and that we must not be one of them. 
Sometimes if you see a quarrel coming on you can 
stop it by starting a new game, and by saying, "Come 
on, let's all play." 

When you are angry, stop and count ten before you 
speak. Try to make your neighborhood a nice place 
to live in, by avoiding all unkind words and deeds that 
annoy others. 

There is a beautiful verse that says, "Blessed are the 
peacemakers, for they shall be called the children of 
God." If you avoid quarrels and try to make others 
do the same, you are a peacemaker. 

Read: "A Hint," Anna Pratt, in Three Years with the 
Poets. Houghton Mifflin Co. 

THE DISCONTENTED SQUIRREL 

ETHEL CABOT 

Once upon a time there was a family of squirrels that 
lived in a nice warm hole in a tall tree. They would 
have been a very happy family if it had not been for 
one little squirrel that had a very bad temper. When 
they gathered together to have their supper he grabbed 
the biggest nuts and took more than his share. He 
pushed the others if there was no room, and bit and 
scratched them. At night he took the best place to 
sleep in the middle of the hole and crowded the littler 
ones out on to the edge where it was cold. Mother 
squirrel did all she could to correct him, but at last 
father squirrel said he could stand the quarreling no 



42 A COURSE IN CITIZENSHIP 

longer, so one morning he told little squirrel to follow 
him. 

They ran down the trunk of the tree and over the 
dry leaves; and on and on they went until they came 
to a part of the wood that the little squirrel had never 
seen. It was all new and strange to him. Finally they 
came to a very large oak tree and up this father squirrel 
ran, little squirrel following after. Near the top they 
came to quite a large hole, and father squirrel said, very 
sternly, "Go into this hole and stay there till you can 
be a good little squirrel." Little Squirrel crept into it 
and heard his father scrabbling down the tree-trunk 
and pattering off over the dry leaves, and he felt very 
lonely for a moment. Then he began looking round 
the hole; he found a soft bed of leaves and a good pile 
of nuts and he thought, "It will be fun to have the 
place all to myself and do just as I please." So he 
tried to play some games, but he found he could n't 
play all alone. He went back to the hole and began to 
think his home and brothers and sisters better than 
he had realized. Then it began to grow dark and there 
were no nice little brothers and sisters to cuddle up 
to and keep warm against, and no good mother to 
say "Good-night" to him. The night seemed very 
long. The next morning when he woke up it was rain- 
ing and he felt very, very far away from his home. 
He sat looking out of the hole and thought of the 
nice things his brothers and sisters were doing; how 
they were scampering about together; and he thought 
he would like very much to go home. All the day it 
grew worse and worse; that night he said to himself 
that if only his father would come and take him back 
he would be a good squirrel, and he cried himself to 
sleep. 

The next morning, as he was sitting very still, he 
thought he heard a pattering on the leaves that sounded 



GRADE I: HOME 43 

like his father! Yes! he heard feet scrambling up the 
tree- trunk and then, — his father popped into the hole! 
Looking at little squirrel he asked, *'Can you be good 
now?" and little squirrel said he was sure he could. 
"Come home, then, with me," said his father. They 
ran down the tree and over the dry leaves, and as they 
came to the part of the wood that little squirrel knew, 
he was happier and happier. When they came to their 
hole, his mother kissed him and all the little brothers 
and sisters crowded about him and said how glad they 
were to have him at home again. 

When supper-time came they wanted to give him the 
best of everything, but he was careful to give the big- 
gest nuts to his little sister; not to begin to eat till all 
the others had theirs; and to keep his elbows and knees 
tucked under him. When he cuddled down to sleep 
that night he was careful to give the little ones the 
best place and sleep on the outside himself. From that 
day on he was a great help to his mother and father, 
and never quarreled with his brothers and sisters; and 
he found himself happier than ever before. 

JUNE: PROTECTION AND CARE OF 
PLANTS AND FLOWERS 

For the Teacher: 

IN A LONDON SQUARE ^ 

ARTHUR HUGH CLOUGH 

Put forth thy leaf, thou lofty plane. 
East wind and frost are safely gone; 

With zephyr mild and balmy rain 
The summer comes serenely on. 

* Copyright by The Macmillan C». 



44 A COURSE IN CITIZENSHIP 

Earth, air, and sun and skies combine 
To promise all that 's kind and fair: — 

But thou, O human heart of mine, 
Be still, contain thyself, and bear. 

December days were brief and chill, 

The winds of March were wild and drear. 
And, nearing and receding still. 

Spring never would, we thought, be here. 
The leaves that burst, the suns that shine. 

Had, not the less, their certain date: — 
And thou, O human heart of mine. 

Be still, refrain thyself, and wait. 

For the Class to learn: 

TO A CHILD 

WORDSWORTH 

Small service is true service while it lasts. 

Of humblest friends, bright creature ! scorn not one. 

The daisy, by the shadow that it casts, 

Protects the lingering dewdrop from the sun. 

Suggestions for morning talks 

Why does running or playing among plants and shrubs 

injure them? 
Because it is stealing, we must never pick a garden flower 

or a branch of a plant without permission. 
Why should we never destroy the wild flowers or even 

pick them wastefully? 
Remember that every garden flower means that some 

one has toiled hard to make it grow. If you spoil it, 

you can never make it beautiful again. 
Try to have a garden of your own where you can plant 



GRADE I: HOME 45 

the seeds and care for your plants till the blossoms 
come. 

Poems and Stories to read or tell to children 

Selected poems from the preceding lists. 

"Clyhis, Goldenrod, and Aster/' "Persephone,'* "The 
Poplar Tree," "Daphne," from Nature Myths and 
Stories for Little Children, Flora J. Cooke. A. Flana- 
gan Co. 

Stories from The Book of Nature Myths, Florence Hol- 
brook. Houghton Mifflin Co. 

"Discontent," Sara Orne Jewett, Play Days, Houghton 
Mifflin Co. 

All Things Beautiful, Cecil F. Alexander. R.L.S. No. 
CC. Houghton Mifflin Co. 

"Little White Lily," George MacDonald, Children* s 
Garland from the Best Poets. The Macmillan Co. 

"Little May," Mrs. Emily H. Miller, Poetry for Chil- 
dren. Houghton Mifflin Co. 

"Spring," Celia Thaxter, Poems. Houghton Mifflin Co. 

"Good-Night and Good Morning," Lord Houghton. 
R.L.S. No. X. Houghton Mifflin Co. 

The Tree, Bjornstjerne Bjornson. R.L.S. No. CC. 
Houghton Mifflin Co. 

"Daisies," Frank Dempster Sherman, Little Folk 
Lyrics. Houghton Mifflin Co. 

"The Child's World," William Rands, Selections for 
Memorizing. Ginn & Co. 

Pippa's Song, Robert Browning. R.L.S. No. 115. 
Houghton Mifflin Co. 

The Baby Plant and its Friends^ Kate L. Brown. Silver, 
Burdett Co. 

"The Dandelion," Thomas Bailey Aldrich, Poems, 
Houghton Mifflin Co. 



46 A COURSE IN CITIZENSHIP 

WHEN THE DOGWOOD BLOOMS^ 

ALICE LOUNSBURY 

There is one flower in the woods which every one 
must see. It is the dogwood, a large white blossom that 
comes on shrubs or small trees. Now that it is in bloom 
the woods look gayer than if they were going to a party. 
These blossoms can be seen from a long way off, and 
no one could help thinking that they made the country 
beautiful, even if he did n't love flowers. 

Philip Todd has grown to love the dogwood, just 
as much as he does his pets. He went out yesterday 
to hunt for wild flowers with Sallie and me. Tommy 
had gone away by himself sometime before we started. 
We passed ever so many people coming away from our 
woods, and every one of them had bunches of dogwood 
in his arms. 

Grandmother is very much displeased with the people 
who break off large branches from the trees. She says 
they are thoughtless, and have no knowledge of the 
harm they are doing. Most of them also throw the 
branches away before they reach their homes, as the 
flowers fade quickly. Grandmother thinks it will only 
be after they have truly learned to know flowers and to 
love them that they will stop being so cruel. 

1 Abridged. Copyright, by F. A. Stokes Co. 



GRADE II 

SCHOOL AND PLAYGROUND 

By MARY McSKIMMON 
INTRODUCTION 

The general subject for this year is "Good WiU in 
School and Playgroiind." The ideal of good will is to 
be wrought into habit through the experiences of each 
day. Stories, poems, songs and morning talks can be 
given on the subjects suggested for the year. 

The first-grade collection of stories and poems will be 
equally helpful in furnishing material for this grade. 
Let the teacher remember that her high privilege is to 
train her class, through the daily life of the school, in the 
expression of these ethical relationships. It is the con- 
tent of the ideal for which she should strive, and not the 
form. Indeed, it is not essential that children should be 
taught the words "Sympathy," "Gratitude," etc.; it is 
all important that they should learn to express them in 
every relation of their lives. 

SEPTEMBER: SYMPATHY 

For the Teacher: 

FRIENDSHIP 

RALPH WALDO EMERSON 

A ruddy drop of manly blood 

The surging sea outweighs. 

The world uncertain comes and goes; 



48 A COURSE IN CITIZENSHIP 

The lover rooted stays. 

I fancied he was fled, — 

And, after many a year. 

Glowed unexhausted kindliness. 

Like daily sunrise there. 

My careful heart was free again, 

O friend, my bosom said. 

Through thee alone the sky is arched. 

Through thee the rose is red; 

All things through thee take nobler form. 

And look beyond the earth, 

The mill-round of our fate appears 

A sun-path in thy worth. 

Me too thy nobleness has taught 

To master my despair; 

The fountains of my hidden life 

Are through thy friendship fair. 

Suggestions for morning talks 

Sympathy means sharing another's feelings. If you give 
a poor thirsty dog a drink of water, that kind deed 
shows that you feel pity for the dog. If you let your 
little brother play with your cart, that shows that 
you have a feeling of love for the child who is not so 
big and strong as you. 

In the poem of "Mary and Her Lamb," we have a pic- 
ture of a little girl whose love for her pet awakened the 
lamb's love for his little mistress. 

In Taylor's poem "A Night with a Wolf" (see Grade 
III, p. 89), we see how the fear of the terrible storm 
made the man and wolf so kind to each other that 
they shared the same bed. 

If you direct a stranger to the place where he wants to 
go, you show that you have sympathy for him in his 
need. 



GRADE 11: SCHOOL AND PLAYGROUND 49 

Let us count up all the ways that we might share our 

feeling of kindness with the visitor at school. 
Did you ever think how strange and lonesome the school 
must seem to a new scholar? How many kind things 
can you think of doing for him to make him feel at 
home? 
We must show our kind feelings to the visitors at our 
homes, by greeting them pleasantly, shaking hands 
politely with them, and sharing with them every 
pleasure while they stay. 
Did you ever think that you might show your little 
playmate in the hospital how sorry you are for him 
by sending him a scrapbook to amuse him? When 
you have the time you can cut out pictures or amusing 
stories, and paste them on big sheets of paper, tying 
them into covers, making a book to help him while 
away his hours of pain. 
Leam: "Mary Had a Little Lamb," Sarah J. Hale. 

R.L.S. No. 59, Houghton Mifflin Co. 
Read: "The Lost Doll," Charles Kmgsley. Hazard's 
Three Years with the Poets, Houghton Mifflin 
Co. 
"A Night with a Wolf," by Bayard Taylor, 

Grade III, page 89. 
"On Another's Sorrow," William Blake. Poems, 
The Macmillan Company. 

TROTT GOES DRIVING^ 

Trott and Mme. de Trean are sitting side by side in 
the big black carriage drawn by the big black horse. It 
is such fun to go driving ! But Mme. de Trean looks very 

* From Mon Petit Trott, by A. Lichtenberger. Adapted by Marjorie L. Henry. 



50 A COURSE IN CITIZENSHIP 

sad. She can't see any of the lovely things about her — 
not one. It must be miserable to be always in dark- 
ness, always, always, with nothing but black everywhere, 
or perhaps see terrible things that frighten you. Trott 
is thinking about this when Mme. de Trean asks: 

"Is n't there a beautiful view on the side where the 
sea is.'' 

"Oh, yes, madame — that is — oh, rather pretty," 
answers Trott. 

Trott thinks how selfish he is — the view is so bright, 
so full of color and sunshine, that Trott was just going to 
say so — he was going to forget that Mme. de Trean can 
see nothing, and that if he told her how lovely every- 
thing was it might make her sadder still. 

"Only rather pretty, Trott? You are hard to please." 

Trott does not know what to say. It is true that the 
view is very lovely. He can not tell a lie. What shall he 
do? 

"It — it is n't as lovely as heaven, is it madame? " he 
asks. 

Mme. de Trean smiles, and lays her hand gently on 
Trott's head. Trott is very happy now. It seems as 
though a little light shone on Mme. de Trean's sad face. 
That is because she will see heaven, Trott thinks, and 
soon perhaps, for she seems very old. 

Really the view is too lovely: Trott wants to laugh, 
to jump, to dance, and to sing. He can hardly sit still. 
He is afraid that he will say something silly. The big 
rock over there looks like a funny man all doubled up. 
He wants to ask — But she can not see ! And the little 
house he sees among the pines. "Is n't that little Hop 
o' my Thumb's house? " he wants to ask. She can not 
see! How funny the great red cliff is! Trott is just 
dying to talk, to ask questions. You would think that 
all those lovely things went right into his eyes and 
touched a little spring under his tongue, a little spring 



GRADE II: SCHOOL AND PLAYGROUND 51 

which has to jump, to talk, to say all sorts of thmgs, 
to ask questions which may hurt Mme. de Trean — 
oh! without meaning to, of course, but it would hurt 
just the same. Really it is very hard — how can he stop 
it? 

He thinks of a fine plan ! If he did that all the lovely 
view could not get in and tickle his tongue. He would be 
just like Mme. de Trean, and would be sure not to ask 
her any questions to make her sad. He carries out his 
plan. Now Trott is n't gay at all. What do you suppose 
he has done.^^ He guesses that they must now be driving 
past the red rocks. If he should spread his fingers apart 
just a little wee bit — No — no — that would not be 
fair. 

"Do you see the great red rocks, Trott? They look 
like great mushrooms. Do you see them?" asks Mme. 
de Trean. 

"No, madame, I do not see them." 

"How is that? Have they run away?" 

"I do not know, madame." 

Madame de Tr6an is very much surprised. 

"And how do you manage not to see them?" 

Trott does not know what to answer. 

"Isn't the view worth looking at? Isn't it very 
lovely?" 

" Oh, yes, madame, it was very pretty. But it was too 
pretty you see, — because — Then I thought that it 
would be better — because — that way — " 

Mme. de Trean does n't quite understand. Trott's 
voice is very jerky as though he were trying to explain 
something or as though he were going to cry. Mme. de 
Trean lays her hand on his cheek to pet him, and feels 
two little fists pressed hard against his tightly closed 
eyes. She understands now. 

Gently and tenderly she takes his little hands in hers, 
and says so sweetly to Trott, — 



52 A COURSE IN CITIZENSHIP 

"But, darling, you must tell me all about what you 
see. It will be just as though I saw it myself." 

Truly? Oh, how glad he is! He opens his eyes, and 
tells Mme. de Trean about everything he sees. And it is 
true; Mme. de Trean no longer looks sad; she listens to 
Trott and gently holds him close to her. 



OCTOBER: OBEDIENCE 

For the Teacher: 

ODE TO DUTY 

WILLIAM WORDSWORTH 

Stem Lawgiver! yet thou dost wear 
The Godhead's most benignant grace; 
Nor know we anything so fair 
As is the smile upon thy face : 
Flowers laugh before thee on their beds 
And fragrance in thy footing treads; 
Thou dost preserve the stars from wrong; 
And the most ancient heavens, through Thee, 
are fresh and strong. 

For the Class: 

THE LAW OF THE JUNGLE 

RUDYARD KIPLING 

Now these are the laws of the Jungle, and many and 

mighty are they; 
But the head and the hoof of the Law and the haunch 

and the hump is — Obey ! 



GIUDE II: SCHOOL AND PLAYGROUND 53 

Suggestions for morning talks 

Why should a child not loiter on the way to school or 
from school? 

How many times should a good boy or girl be told to 
do a thing? Just once. 

How can a child obey the laws of good behavior when 
his teacher is out of the room? 

What is the school rule one must obey about taking off 
overshoes? 

When it is bedtime an obedient child goes to bed cheer- 
fully. A child can show how much he loves his father 
and mother, by the way he obeys their teaching about 
bathing, dressing, politeness, behavior at table, doing 
errands, etc. Every member of the home has to obey 
if all are to be happy. 

We all have to obey the laws of our town or city against 
throwing snowballs or stones, breaking windows or 
electric lights, stealing flowers or fruit, or trespassing 
on other people's property. 

Once a big troop ship called the Birkenhead was taking 
soldiers from England to a distant land. Off the Cape 
of Good Hope, she struck a hidden rock and began to 
sink. The soldiers were called on deck where they 
made a straight column and stood still. The life boats 
were filled with the women and children, and not a 
single soldier left his place in the line. The ship sank 
lower and lower in the water, and those brave men, 
who had stood every man in his place, saluted their 
flag and went down with their ship. Even in the pres- 
ence of death, not one man became a coward by for- 
getting to obey the officer's command, "Every man 
will stand still in his place." 



54 A COURSE IN CITIZENSHIP 

Read: "The Turtle Who Couldn't Stop Talking," 
Ellen C. Babbitt, Jataka Tales. Century Co. 
"Lady Moon," Lord Houghton. Hazard, Three 
Years with the Poets. Houghton Mifflin Co. 



WELLINGTON AND THE PLOWBOY 

ADAPTED BY MARY MoSKIMMON 

Men who hunt foxes often do great damage to the 
farmers' crops, by riding over the fields on horseback. 
One day, a farmer, who was at work in his field, saw a 
party of red-coated huntsmen with their dogs, coming 
across one of the meadows toward a wheatfield. As the 
wheat was just springing up, the farmer did not like to 
have it trampled on. 

Calling one of his plowboys, who was working close 
by, he told him to run quickly and shut the gate, and to 
make sure that none of the hunters went into the field. 
The boy hurried away, and reached the field just in 
time to shut the gate as the first huntsman rode up. 

"Open the gate at once, my boy," said the man, "we 
want to go through this field." 

"I can't do it, sir," answered the boy. "Master has 
ordered me to let no one pass through, so I cannot open 
the gate myself, nor allow you to do so." 

By this time others of the hunting party had come up, 
and one was so angry that he threatened to thrash the 
boy with his whip if he did not open the gate. The lad 
replied that he was only obeying his master, and that it 
was his duty to do so. 

Another gentleman offered to give the boy a sovereign 
if he would allow them to pass through. This was very 
tempting to the boy who had never had so much money; 
but he remembered his duty, and refused to disobey his 
master's orders. 



GRADE II: SCHOOL AND PLAYGROUND 55 

This delay annoyed the hunting party very much, and 
at last a stately gentleman rode up and said, '* My boy, 
you do not know me, — I am the Duke of Wellington, 
one not in the habit of being disobeyed; I command you 
to open the gate this moment, so that my friends and I 
may pass." 

The boy looked in wonder at the great soldier. He 
had heard of his many victories and was proud to be 
talking to so great a man. He took off his hat, bowed to 
the great Duke, and replied : — 

"I am sure the Duke of Wellington would not wish 
me to disobey my master's orders; I must keep this gate 
shut, and cannot allow any one to pass without the 
farmer's permission." 

The Duke was pleased with the boy's answer, and, 
raising his hat, he said: "I honor the boy who can 
neither be bribed nor frightened into disobeying orders. 
With an army of such soldiers I could conquer the 
world." 

The hunting party now no longer tried to pass through 
the forbidden gate, but, turning their horses, rode in 
another direction. The boy ran toward his master, 
shouting: "Hurrah! Hurrah! I have done what Napo- 
leon could not do. I have driven back the Duke of 
Wellington." 



NOVEMBER: HELPFULNESS 

For the Teacher: 

THE FOOL'S PRAYER 1 

EDWARD ROWLAND SILL 

" 'T is not by guilt the onward sweep 
Of truth and right, O Lord, we stay; 

» Abridged from Poems, E. R. Sill. Houghton Mifflin Co. 



56 A COURSE IN CITIZENSHIP 

*T is by our follies that so long 
We hold the earth from heaven away. 

"These clumsy feet, still in the mire. 
Go crushing blossoms without end; 
These hard, well-meaning hands we thrust 
Among the heart-strings of a friend. 

"The ill-timed truth we might have kept — 
Who knows how sharp it pierced and stung? 
The word we had not sense to say — 
Who knows how grandly it had rung? " 

Suggestions for morning talks 

How many more ways can you think of to be helpful to 

your teacher and classmates besides these? — 
Helping the teacher pass and collect books, pencils, 

papers, etc., so quietly that no one is disturbed, and 

so carefully that nothing is dropped. 
By being in your own seat promptly every session. 
By trying hard to follow your teacher's directions the 

first time she speaks. 
By keeping your books and tools all in good order. 
Helping the new children to find their way about the 

building. 
Helping other children to own up when they have 

done wrong. 
By helping a playmate learn a lesson that was harder 

for him than for you. 
By cleaning boards and erasers, helping put the books 

in nice even rows, and tidying up your part of the 

school room, your own desk, first. 
By picking up all the papers on your sidewalks and 

playgrounds. 



GRADE II: SCHOOL AND PLAYGROUND 57 

By putting all banana skins and orange peelings and 

apple cores in a waste barrel — never throwing 

them on the ground. 

Read: "Do All That You Can/' Margaret E. Sangster, 

Little Knights and Ladies. Harper and Brothers. 



THE FIRST THANKSGIVING 

MARY McSKIMMON 

When the Pilgrims came to this land nearly three hun- 
dred years ago, they found, in their chosen home, no one 
but Indians. The first year the Pilgrims' crops failed, 
and with nothing in their storehouses, they would 
have starved, if the Indians had not given them corn. 
When the snow and ice of that bitter winter were gone, 
the Indians showed them how to plant corn, so as to 
get a big harvest, and taught them how to catch great 
nets full of little fishes called alewives, in the streams. 
The Indians put one or two of these fishes in each hole 
where they planted three or four kernels of corn. The 
sandy soil was made rich and fertile, so that the corn 
could grow large and strong. When harvest time came, 
the Pilgrims had a fine crop. They could make enough 
hasty pudding, brown bread, and johnny-cake to last till 
the next harvest. 

Then they invited the Indians who had helped them 
so much to come to their first Thanksgiving feast. The 
Indians were delighted to come; they brought with 
them deer and fat, wild turkeys to add to the feast. 

They were greatly pleased with all the good things 
which they had to eat and they emptied one big plat- 
terful after another, saying, "Ugh! ugh! ugh!" because 
it tasted so good to the red men of the forest. 



58 A COURSE IN CITIZENSHIP 

DECEMBER: GRATITUDE 

For the Teacher: 

THE CELESTIAL SURGEON ^ 

ROBERT LOUIS STEVENSON 

If I have faltered more or less 
In my great task of happiness; 
If I have moved among my race 
And shown no glorious morning face; 
If beams from happy human eyes 
Have moved me not; if morning skies, 
Books, and my food, and summer rain 
Ejiocked on my sullen heart in vain: — 
Lord, Thy most pointed pleasure take 
And stab my spirit broad awake. 

Suggestions for morning talks 

For every gift or kindness we receive, we ought to show 
kindness in return by look and word and deed. This is 
gratitude. Giving presents in return for presents is 
only one way of showing that we are grateful. The 
very best ways are by good behavior, being busy at 
our work, and helping every one whom we have a 
chance to help. 

Every kindness shown to you ought to be met with a 
kind and prompt "Thank you." 

Every second grade child is big enough to write "I 
thank you," in return for a kindness from some one at 
a distance. 

No child is deserving of the presents given him until he 
has in some way or other shown his gratitude. 

* Abridged from Poems, by R. L. Stevenson. Charles Scribner's SoQSi 



GRADE II: SCHOOL AND PLAYGROUND 59 

Do you remember to say, "I thank you," to the teacher 
who has tried so hard to make your lesson plain to you? 
Do you know that if you are truly grateful to your 
mother and your teacher you will not only say, 
"Thank you," but you will try in every way to please 
them? 
There is hardly a day that we do not receive some kind- 
ness or favor that deserves "I thank you" from us. 
How many such kindnesses can you think of that you 
have received to-day? 
Read: "The Queen Bee," Grimm, in German Household 
Tales. R.L.S. No. 108. Houghton Mifflin Co. 
"Christmas Tree," Mary A. McHugh, in Thro' 
the Year, Book i. Silver, Burdett & Co. 

THE KING'S WHITE ELEPHANT ^ 

ELLEN C. BABBITT 

Once upon a time a number of carpenters lived on a 
river bank near a large forest. Every day the carpenters 
went in boats to the forest to cut down the trees and 
make them into lumber. 

One day while they were at work an Elephant came 
limping on three feet to them. He held up one foot and 
the carpenters saw that it was swollen and sore. Then 
the Elephant lay down and the men saw that there was 
a great splinter in the sore foot. They pulled it out and 
washed the foot carefully so that in a short time it would 
be well again. 

Thankful for the cure, the Elephant thought: "These 
carpenters have done so much for me, I must be useful 
to them." 

So after that the Elephant used to pull up trees for the 

1 From Jataka Tales. Century Company. 



60 A COURSE IN CITIZENSHIP 

carpenters. Sometimes when the trees were chopped 
down he would roll the logs down into the river. Othei 
times he brought their tools for them. And the car- 
penters used to feed him well, morning, noon, and night. 

Now this Elephant had a son who was white all over 
— a beautiful, strong, young one. Said the Elephant to 
himself, "I will take my son to the place in the forest 
where I go to work each day, so that he may learn to help 
the carpenters, for I am no longer young and strong.*' 

So the old Elephant told his son how the carpenters 
had taken good care of him when he was badly hurt, and 
took him to them. The white Elephant did as his father 
told him to do and helped the carpenters and they fed 
him well. 

When the work was done at night the young Elephant 
went to play in the river. The carpenters' children 
played with him in the water and on the bank. He 
liked to pick them up with his trunk and set them on the 
high branches of the trees and then let them climb down 
on his back. 

One day the king came down the river and saw this 
beautiful white Elephant working for the carpenters. 
The king at once wanted the Elephant for his own and 
paid the carpenters a great price for him. Then with a 
last look at his playmates, the children, the beautiful 
white Elephant went on with the king. 

The king was proud of his new Elephant and took the 
best care of him as long as he lived. 

PICCOLA 1 

CELIA THAXTEK 

Poor, sweet Piccola! Did you hear 
What happened to Piccola, children dear? 

* From Poems and Stones for Children. Houghton Mifflin Co. 



GRADE II: SCHOOL AND PLAYGROUND 61 

'T is seldom Fortune such favor grants 
As fell this little maid of France. 

'T was Christmas-time, and her parents poor 
Could hardly drive the wolf from the door. 
Striving with poverty's patient pain 
Only to live till summer again. 

No gifts for Piccola! Sad were they 
When dawned the morning of Christmas-day; 
Their little darling no joy might stir, 
St. Nicholas nothing would bring to her! 

But Piccola never doubted at all 
That something beautiful must befall 
Every child upon Christmas-day, 
And so she slept till the dawn was gray. 

And full of faith, when at last she woke, 
She stole to her shoe as the morning broke; 
Such sounds of gladness filled all the air, 
'T was plain St. Nicholas had been there ! 

In rushed Piccola sweet, half wild : 
Never was seen such a joyful child. 
"See what the good saint brought!'* she cried. 
And mother and father must peep inside. 

Now such a story who ever heard? 
There was a little shivering bird! 
A sparrow, that in at the window flew. 
Had crept into Piccola's tiny shoe! 

"How good poor Piccola must have been!" 
She cried, as happy as any queen, 
While the starving sparrow she fed and warmed. 
And danced with rapture, she was so charmed. 



62 A COURSE IN CITIZENSHIP 

Children, this story I tell to you 
Of Piccola sweet and her bird, is true. 
In the far-off land of France, they say. 
Still do they live to this very day. 



JANUARY: OTHER HOMES THAN 

OURS 

For the Teacher: 

A COURT LADY 

ELIZABETH BARRETT BROWNING 

Each of the heroes around us has fought for his land and 

line, 
But thou hast fought for a stranger, in hate of a wrong 

not thine. 

Happy are all free peoples, too strong to be dispossessed. 
But blessed are those among nations, who dare to be 
strong for the rest! 

Suggestions for morning talks 

A collection of dolls dressed in costumes of other coun- 
tries will be invaluable for interesting children in 
people and customs beyond the sea. Show the pupils 
scrapbooks and pictures of children's homes in far- 
off lands: pictures of Chinese homes, r icefields, 
temples, fishing-boats, etc., to interest children in the 
home of the laundry man; pictures of Indian chiefs, 
squaws, papooses; pictures of Japanese children 
playing politely in the streets; of cherry-blossom 
time, chrysanthemum time, etc.; pictures of the 



GRADE II: SCHOOL AND PLAYGROUND 63 

snow hut, seals, dogs, and sledges of Eskimo chil- 
dren. Interest your pupils about all the children 
whose schoolhouses fly the American flag — in the 
United States, Porto Rico, Hawaii, Philippines, and 
Alaska. 



FOREIGN CHILDREN! 

ROBERT LOUIS STEVENSON 

Little Indian, Sioux or Crow, 

Little frosty Eskimo, 

Little Turk or Japanee, 

Oh ! don't you wish that you were me? 

You have seen the scarlet trees 
And the lion over seas; 
You have eaten ostrich eggs, 
And turned the turtles off their legs. 

Such a life is very fine. 
But it's not so nice as mine: 
You must often, as you trod 
Have wearied not to be abroad. 

You have curious things to eat, 
I am fed on proper meat; 
You must dwell beyond the foam. 
But I am safe and live at home. 

Little Indian, Sioux or Crow, 

Little frosty Eskimo, 

Little Turk or Japanee, 
Oh! don't you wish that you were me? 

* From A Child's Garden of Verses. Charles Scribner's Sons. 



64 A COURSE IN CITIZENSHIP 

THE FORGIVING INDIAN ^ 

Many years since, when white people were making 
settlements near the tribes of Indians, an English gen- 
tleman was standing one evening at his door, when an 
Indian called and asked for food. The man replied that 
he had none to give him. The Indian then asked for a 
little corn and received the same answer. He then asked 
for a cup of water, when the man said sternly, "Begone, 
you Indian dog, you can have nothing here." The In- 
dian looked steadfastly at the Englishman for a moment, 
and then turned and went away. 

Some time after, this gentleman, being very fond of 
hunting, followed his game until he was lost in the 
woods. After wandering about for some time, he saw an 
Indian hut and went in to inquire his way home. The 
Indian told him he was a long distance from his cabin, 
and very kindly urged him to stay all night. He pre- 
pared some supper for the hunter and gave him his own 
bed of deerskin to lie on for the night. In the morning 
the Indian, in company with another Indian, insisted on 
going with the Englishman to show him the way home. 
Taking their guns, the two Indians went before, and the 
man followed. After traveling several miles the Indian 
told him he was near a white settlement, and then 
stepped before the man's face and said, " Do you know 
me.?" 

The man answered with much confusion, "I have 
seen you." 

"Yes," replied the Indian, "you have seen me at your 
own door; and when an Indian calls on you again, hungry 
and thirsty, do not say, * Begone, you Indian dog!'" 

* Abridged from Cowdery's Primary Moral Leason*. 



GRADE II: SCHOOL AND PLAYGROUND 65 

FEBRUARY: CHILDHOOD OF GREAT 

MEN 

For the Teacher: 

CASA GUIDI WINDOWS 

ELIZABETH BARRETT BROWNING 

Bring violets rather. If these had not walked 

Their furlong, could we hope to walk our mile? 
Therefore bring violets. Yet if we self -baulked 

Stand still, a-strewing violets all the while. 
These moved in vain, of whom we have vainly talked. 

So rise up henceforth with a cheerful smile. 
And having strewn the violets, reap the corn, 

And having reaped and garnered, bring the plough 
And draw new furrows 'neath the healthy morn. 

And plant the great Hereafter in this Now. 

Suggestions for morning talks 

Children of the second grade are always interested in the 
childhood of great men. They should be as familiar 
with significant incidents in the daily life of the chil- 
dren who become famous as with the doings of their 
playmates. This early companionship with great 
lives will be a constant impetus to learn more and 
more of the men whose deeds have changed the cur- 
rent of events in the world. 

Stories to discuss with the class : — 
Joseph and his brethren. 
Moses and his bulrush cradle. 
David the shepherd boy. 

David and Jonathan's friendship — the story of the 
arrows. 



66 A COURSE IN CITIZENSHIP 

King Arthur and his sword. 

Alfred the Great learning to read to please his mother. 

James Watt learning the power of steam by watching 
the kettle-lid. 

Benjamin Franklin turning the grindstone, and pay- 
ing too much for the whistle. 

Charles Lamb sharing his dinner at the Bluecoat 
School with his lifelong friend S. T. Coleridge. 

John Ruskin teaching himself to draw while he 
traveled with his father. 

Horace Mann braiding straw to help his widowed 
mother. 

Robert Louis Stevenson and his gratitude to his 
nurse, Alison Cunningham. 

Booker T. Washington, the black slave child. 

Louisa M. Alcott making others happy in her child- 
hood. 

Queen Victoria studying harder than other children 
that she might know how to rule. 

Joan of Arc tending her sheep, and dreaming of sav- 
ing her country. 

Read: "When Lincoln was a Little Boy," in Howe's 
Second Reader. Charles Scribner's Sons. 

THE CHILDHOOD OF GEORGE WASHINGTON 

George Washington was born in Virginia and had the 
pleasure of being a country boy. The meadow where he 
played as a lad was near to the beautiful Rappahannock 
River. There he could fish and learn to swim and to row. 
He went to school in the old field schoolhouse, and 
was taught by the sexton of the church. Probably he 
learned only reading, writing, and a little arithmetic in 



GRADE II: SCHOOL AND PLAYGROUND 67 

school, but he learned far more at home from his father 
and mother and his brother Lawrence. 

Lawrence was fourteen years older than George, and 
he made it his special interest to look after George. 
When the latter was only eleven years old his father 
died suddenly, and his mother became like father and 
mother both to him. Every day she gathered her chil- 
dren round her and taught them about God and about 
the need of right-doing. George never forgot his 
mother's help. He kept safe all his life the book from 
which she taught him; and you can see it still at Mt. Ver- 
non. In his copy-book he wrote many a good motto : — 
*' Sleep not when others speak," "Sit not when others 
stand," "Speak not when you should hold your peace." 

George was always brave and loved good sport. He 
practiced running, leaping, wrestling, and rode fear- 
lessly on the most fiery horse. We think of Washington 
as a man who loved fair play; he was also a hoy who 
loved fair play. His school mates always wanted George 
to be the umpire whenever they quarreled; and they 
agreed gladly to whatever decision he made. 

I have told you how much George's mother did for 
him. He once had a chance to do a brave, unselfish act 
for her. His brother Lawrence had found a place for him 
in the navy. His mother had agreed to have him go; his 
clothes were all in the trunk. And then, just at the last 
moment, George's mother could not bear to part with 
him, and for her sake he gave up his cherished plan. I 
think it must have been harder for him to give up his 
plan than to ride a dangerous horse, but he saw his 
mother was comforted, and went gladly back to school. 



68 A COURSE IN CITIZENSHIP 

MARCH: KEEPING ONE'S WORD 

For the Teacher: 

PARACELSUS 

ROBERT BROWNING 

I go to prove my soul! 
I see my way as birds their trackless way. 
I shall arrive! what time, what circuit first, 
I ask not: but unless God send his hail 
Or blinding fireballs, sleet or stifling snow, 
In some time, his good time, I shall arrive: 
He guides me and the bird. 

For the Class: 

Dare to be true; 

Nothing can need a lie. 
The fault that needs one most 

Grows two thereby. 

George Herbert. 

Suggestions for morning tatks 

If we are to be loved and trusted, we must learn early to 
keep our word. When we have made a promise, we 
must keep it. When we agree to a bargain, we must 
stand by it. A great poet once said: "An honest man 's 
the noblest work of God." 

The policeman has promised to take care of the people 
in our town. He keeps his word and guards us from 
harm. 

The fireman has promised to protect us and our homes 
from fire. He keeps his promise and fights the flames 
as bravely as ever a soldier fights in battle. 



GRADE II: SCHOOL AND PLAYGROUND 69 

Think how we trust the engineers on our trains, the 
janitor who cares for our building, the expressman 
with our valuable packages, the postman with letters 
containing money, the doctor and nurse who care for 
us in illness. 

The world needs honest boys and girls to grow up to be 
trustworthy men and women who do the world's work. 

A trustworthy child, whose word can be depended on, 
will tell things just as they are. He does not change 
them to help his own case when he has done wrong. 

The boy who keeps his word does not need to be 
watched. He will not take what does not belong to 
him. 

Nearly all the punishments and disappointments that 
come to children are the results of children's being 
untrustworthy. Their parents will not let them go 
into the park to play, because they forget to keep their 
word about getting back. Father will not lend us the 
fine tool we wish to use, because he cannot depend on 
our returning it in good condition to its place. 

Read or tell the story of "Damon and Pythias," in 
Ethics for Children, Houghton Mifflin Co.; "A 
Persian Lad," in The Golden Ladder, Sneath, Hodges, 
and Stevens, TheMacmillan Co., or in School Manage- 
menty White, American Book Co. 

THE LITTLE SHEPHERD ^ 

MAUD LINDSAY 

The shepherd was sick and his wife looked out from 
her door with anxious eyes. "Who will carry the sheep 
to the pasture lands to-day?" she said to her little boy 
Jean. 

* Abridged from More Mother Stories. Milton Bradley Co. 



70 A COURSE IN CITIZENSHIP 

"I will; mother, let me!" cried Jean. 

"Let the lad go," said his old grandfather. "When I 
was no older than he I watched my father's flock." 

So the mother made haste to get the little boy ready. 
"Eat your dinner when the shadows lie straight across 
the grass," she said as she kissed him good-bye. 

"And keep the sheep from the forest paths," called 
his sick father. 

"And watch, for it is when the shepherd is not watch- 
ing that the wolf comes to the flock," said the old grand- 
father. 

"Never fear," said the little Jean. "The wolf shall not 
have any of my white lambs." 

"Come, Bettine and Marie. Come, Pierrot and Croi- 
sette. Come, pretty ones all," he called as he led them 
from the fold that day. "I will carry you to the 
meadows where daisies grow." 

The forest lay dim and shadowy on one side of the 
pasture lands. The deer lived there, and the boars that 
fed upon acorns, and many other creatures that loved 
the wild woods. There had been wolves in the forest, but 
the king's knights had driven them away and the 
shepherds feared them no longer. Only the old men like 
Jean's grandfather, and the little boys like Jean, talked 
of them still. Jean was not afraid. He sang with the 
birds and ran with the brook and laughed till the echoes 
laughed with him as he watched the sheep from early 
morn to noon. 

Suddenly from beyond the hill he heard the sound of 
pipes and drums, and the tramp, tramp of many feet. 
The other shepherds heard too, and they began to listen 
and to stare and to run. "The king and his knights are 
coming," they cried. "Come let us see them as they 
pass by." 

"Who will take care of the sheep?" asked Jean, but 
nobody answered, so he ran with the rest, away from the 



GRADE II: SCHOOL AND PLAYGROUND 71 

pastures and up the hillside path that led to the high- 
way. *'How pleased my mother will be when I tell her 
that I have seen the king," he said to himself, and he was 
hurrying over the hilltop when all at once he remem- 
bered the forest, and the wolf, and his grandfather's 
words. 

"Come on," called the others. 

"I must stay with the sheep," answered he; and he 
turned and went back though the pipes and drums all 
seemed to say, "Come this way, come this way." He 
could scarcely keep from crying as he listened. 

There was nothing in sight to harm the sheep, but 
into the forest that very day a hungry wolf had come. 
His eyes were bright and his ears were sharp and his four 
feet were as soft as velvet as he came creeping, creeping, 
creeping under the bushes and spied the sheep left alone 
in the meadows. "Now 's my chance," he said, and 
out he sprang just as little Jean came down the hill. 

"Wolf, wolf, wolf!" shouted Jean. He was only a 
little boy, but he was brave, and his voice rang clear as a 
bugle call over the valley and over the hill, "Wolf, wolf, 
wolf!" The shepherds and knights and the king himself 
came running and riding to answer his cry, and as for the 
gray wolf, he did not even stop to look behind him as he 
sped away to the forest shades. He ran so fast and he ran 
so far that he never was seen in the king's country again. 

Jean led his flock home at even tide, white sheep and 
black sheep and frolicsome lambs, not one was missing. 
"Was the day long.^" asked his mother, who was 
watching in the doorway for him. 

"Are the sheep all in.^^" called the sick father. 

"Did the wolf come-f^" said the old grandfather; but 
there is no need for me to tell you what Jean said. You 
can imagine that for yourself. 



72 A COURSE IN CITIZENSHIP 

APRIL: HELPFULNESS TO THE 
OLD AND FEEBLE 

For the Teacher: 

WAITING 1 

JOHN BURROUGHS 

Serene, I fold my hands and wait. 
Nor care for wind, nor tide, nor sea; 

I rave no more 'gainst Time or Fate, 
For lo! my own shall come to me. 

I stay my haste, I make delays, 
For what avails this eager pace? 

I stand amid the eternal ways. 

And what is mine shall know my face. 

What matter if I stand alone? 

I wait with joy the coming years; 
My heart shall reap where it has sown. 

And gather up its fruit of tears. 



The stars come nightly to the sky; 

The tidal wave comes to the sea; 
Nor time, nor space, nor deep, nor high, 

Can keep my own away from me. v 

Suggestions for morning talks 

The faithful teacher can perform no loftier service as a 
good citizen than to teach the American child respect 
for the aged, and help him to embody that respect 
in deeds of helpfulness. Our national worship of 

» From The Light of Day. Houghton Mifflin Co. 



GRADE II: SCHOOL AND PLAYGROUND 73 

the fetish Efficiency underKes the national callousness 

to and neglect of reverence for old age. We cannot 

begin with the child too early, nor emphasize this 

principle too strongly. 
Nothing shows a nobler spirit in a child than helpfulness 

to the aged. 
The old and feeble ought to be held in special kindness 

by all. 
We should speak to them with gentleness, always 

anticipating their wishes. 
The most comfortable chair, and the pleasantest place 

in the room belong to the aged one. 
Their eyes are dim after many years of patient seeing for 

our good. We can find their glasses and tell them all 

the pleasant things our eyes have seen during the 

day. 
Their feet are tired after long years of journeying for 

us. We can run on errands for them now. 
Their hands tremble because they have worked so long 

for us. Our strong young hands must find something 

to do for them every day. 
Read: "The Peach Tree," by Christina G. Rossetti, in 
her Poems for Children, selected by M. Hix, Ed- 
ucational Publishing Company. 

SOMEBODY'S MOTHER 

ANONYMOUS 

The woman was old, and feeble, and gray; 
And bent with the chill of the winter's day; 
The street was wet with a heavy snow. 
And the woman's feet were aged and slow. 



74 A COURSE IN CITIZENSHIP 

She stood at the crossing, and waited long, 
Alone, uncared for, amid the throng 
Of human beings who passed her by, 
Nor heeded the glance of her anxious eye. 
Down the street, with laughter and shout. 
Glad in the freedom of "school let out," 
Came the boys, like a flock of sheep. 
Hailing the snow piled white and deep. 
Past the woman so old and gray. 
Hastened the children on their way; 
Nor offered a helping hand to her. 
So meek, so timid, afraid to stir. 
Lest the carriage wheels or the horses' feet 
Should crowd her down in the slippery street. 

At last came one of the merry troop, — 

The gayest laddie of all the group; 

He paused beside her, and whispered low, 

"I '11 help you across if you wish to go." 
Her aged hand on his strong young arm 
She placed, and so, without hurt or harm. 
He guided her trembling feet along. 
Proud that his own were firm and strong. 
Then back again to his friends he went. 
His young heart happy and well content. 

"She 's somebody's mother, boys, you know. 
For all she 's old, and poor, and slow; 
And I hope some fellow will lend a hand. 
To help my mother, you understand, 
If ever she 's poor and old and gray. 
When her own dear boy is far away." 
And "somebody's mother" bowed low her head 
In her home that night, and the prayer she said. 
Was, "God, be kind to that noble boy, 
Who is somebody's son, and pride, and joy." 



GRADE II: SCHOOL AND PLAYGROUND 75 

GRANNY'S BLACKIEi 

Once upon a time a rich man gave a baby Elephant to 
a woman. She took the best of care of this great baby, 
and soon became very fond of him. The children in 
the village called her Granny, and they called the Ele- 
phant ''Granny's Blackie." 

The Elephant carried the children on his back all over 
the village. They shared their goodies with him and he 
played with them. 

"Please, Blackie, give us a swing," they said to him 
almost every day. 

"Come on! Who is first?" Blackie answered and 
picked them up with his trunk, swung them high in the 
air, and put them down again, carefully. 

But Blackie never did any work. He ate and slept, 
played with the children, and visited with Granny. 
One day Blackie wanted Granny to go off to the woods 
with him. 

" I can't go, Blackie, dear. I have too much work to do." 

Then Blackie looked at her and saw that she was old 
and feeble. "I am young and strong," he thought. 
"I '11 see if I can not find some work to do. If I could 
bring some money to her, she would not have to work 
so hard." 

So next morning, bright and early, he started down to 
the river bank. There he found a man who was in great 
trouble. There was a long line of wagons so heavily 
loaded that the oxen could not draw them through the 
shallow water. 

When the man saw Blackie standing on the bank he 
asked, "Who owns this Elephant.^^ I want to hire him to 
help my oxen pull these wagons across the river." 

A child standing near by said, "That is Granny's 
Blackie." 

"Very well," said the man, "I '11 pay two pieces of 

» Adapted from Jataka Tales, Ellen C. Babbitt. Century Co. 



76 A COURSE IN CITIZENSHIP 

silver for each wagon this Elephant draws across the 
river." 

Blackie was glad to hear this promise. He went into 
the river, and drew one wagon after another across to 
the other side. . . . Then the man put the silver in a bag 
tied around Blackie's neck. Blackie started for home, 
proud to think that he had a present for Granny. 

The children had missed Blackie and had asked 
Granny where he was, but she said she did not know 
where he had gone. They all looked for him, but it was 
nearly night before they heard him coming. 

** Where have you been, Blackie ? and what is that 
around your neck.^^" the children cried, running to meet 
their playmate. But Blackie would not stop to talk with 
his playmates. He ran straight home to Granny. 

*'0h, Blackie!" she said, "where have you been? 
What is in that bag.^" And she took the bag off his 
neck. 

Blackie told her that he had earned some money for her. 

**0h, Blackie, Blackie," said Granny, "how hard you 
must have worked to earn these pieces of silver! What a 
good Blackie you are!" 

And after that Blackie did all the hard work and 
Granny rested, and they were both very happy. 

MAY: PEACE AMONG THE 
CHILDREN 

For the Teacher: 

A LOST FRIEND ^ 

JOHN BOYLE o'rEILLY 

1 gave him love for love; but, deep within, 
I magnified each frailty into sin; 

* From Life oj John Boyle O'Reilly, with his complete poems. Cassell Publishing C(k 



GRADE II: SCHOOL AND PLAYGROUND 77 

Each hill-topped foible in the sunset glowed. 
Obscuring vales where rivered virtues flowed. 
Reproof became reproach, till common grew 
The captious word at every fault I knew. 
He smiled upon the censorship, and bore 
With patient love the touch that wounded sore; 
Until at length, so had my blindness grown. 
He knew I judged him by his faults alone. 

Too late we learn, — a man must hold his friend 
Unjudged, accepted, trusted to the end. 

Suggestions for morning talks 

One way to keep peace is to avoid children who are quar- 
relsome. If we let them alone, and keep away from 
them, they may try to be good, in order to have 
playmates. 

We must not sulk, or refuse to play if we cannot always 
play the games we like best, or always be the leader. 

We must not contradict or call names. 

Never repeat unkind things you have heard about any- 
one. Nobody likes a tale-bearer. 

Remember that any one can be a good winner. It takes 
a first-class person to be a good loser. 

Some children grow cross and sulky if they fail in a les- 
son. The brave ones keep on trying. 

SUPPOSE 1 

PHCEBE CARY 

Suppose, my little lady. 

Your doll should break her head; 

Could you make it whole by crying 
Till your eyes and nose were red.^ 

• From Poetical Works of Alice and Phmbe Cary. Houghton Mifliin Co. 



78 A COURSE IN CITIZENSHIP 

And would n't it be pleasanter 

To treat it as a joke, 
And say you 're glad 't was Dolly's 

And not your head that broke? 

Suppose you 're dressed for walking. 

And the rain comes pouring down; 
Will it clear off any sooner 

Because you scold and frown? 
And would n't it be nicer 

For you to smile than pout, 
And so make sunshine in the house 

When there is none without? 

Suppose your task, my little man, 

Is very hard to get; 
Will it make it any easier 

For you to sit and fret? 
And would n't it be wiser 

Than waiting like a dunce. 
To go to work in earnest 

And learn a thing at once? 

Suppose that some boys have a horse. 

And some a coach and pair; 
Will it tire you less while walking 

To say, *' It is n't fair"? 
And would n't it be nobler 

To keep your temper sweet. 
And in your heart be thankful 

You can walk upon your feet? 

Suppose the world does n't please you 
Nor the way some people do; 

Do you think the whole creation 
Will be altered, just for you? 



GRADE II: SCHOOL AND PLAYGROUND 79 

And is n't it, my boy or girl, 

The wisest, bravest plan 
Whatever comes, or does n't come, 

To do the best you can? 

SIR BOBBIE 1 

CLARA PLATT 

The little boy next door wanted to be a policeman and 
the little boy around the corner was going to take 
tickets at the circus. But whenever Bobbie was asked, 
"What are you going to be when you grow to be a 
man?" he always answered proudly, — 

"I'm going to be a knight." 

He wanted to be a knight with prancing steed, waving 
plumes, and all the rest. He was only his mother's trusty 
little boy now, but he would be a knight as soon as 
possible. 

One day he came running into the house with his eyes 
big and bright. **0h, mother!" he cried, "there was a 
big bug on the sidewalk, and there was a Httle girl there, 
and he might have bitten her. But I looked very crossly 
at him, and he went away." 

That was when Bobbie began to be a knight. There is 
a great deal of use for knights in the world, and Bobbie 
was kept very busy. Ev^ry morning when he and his 
mother went to market, there was some little girl or cat 
or dog in trouble, and then it was so fortunate that there 
was a brave knight around. 

He coaxed away the butterflies that the boys had 
caught in bags, and set them free. He carried food to the 
baby birds that had fallen from the nests in the parks. 
He put every faded flower he found, into water. He 
kept the dogs from teasing the cats, and frightened the 
cats away from the birds. 

i By permission of S. E. Cassino Co, 



80 A COURSE IN CITIZENSHIP 

"I think it is time Bobbie was having a pony," said 
his mother one day. "How would you Hke that, Bob- 
bie?" 

"Not a plain pony — a st^ed, mother," begged 
Bobbie. "Please get me a steed." 

"Certainly, a knight must have a steed," said she, 
laughing. 

And it was that very day that Bobbie became a 
knight. He was on his way home from kindergarten, 
when he saw a very big boy and a very little girl with a 
doll in her arms. The little girl was crying, and Bobbie 
saw that the doll was broken. 

"He broke it," she sobbed, pointing to the big boy, 
"and he won*t let me go home to tell mother." 

"I'll stand in front of you, and you run quickly," 
said Bobbie, and, planting his feet firmly, he faced the 
big boy, while the little girl ran off. 

The big boy raised his stick, but Bobbie looked him 
straight in the eyes, and the stick came down again. 
Bobbie stood still for a moment. Then he said ear- 
nestly, "I'm afraid you'll never be a knight," and ran 
home as fast as he could. He dropped down before his 
mother's chair with his face in her lap. 

"It's very hard work trying to be a knight," he 
sobbed, when he had told her all the story; "but I will 
be one." 

"Look, Bobbie!" his mother cried, raising the win- 
dow suddenly. Down the walk came the gardener, and 
prancing along behind him was a beautiful white pony. 

"You have won your spurs fairly, my little boy," 
said Bobbie's mother, soberly. Then, as she kissed the 
tear-stained face, she tapped him lightly on the shoul- 
der. 

"You are a knight, now," she said. "Be always 
brave, loyal, and true. Rise, Sir Bobbie.'* 



GRADE II: SCHOOL AND PLAYGROUND 81 
JUNE: THE GOLDEN RULE 

For the Teacher: 

DEJECTION: AN ODE 

SAMUEL TAYLOR COLERIDGE 

Ah! from the soul itself must issue forth 
A light, a glory, a fair luminous cloud 
Enveloping the Earth, — 
And from the soul itself must there be sent 
A sweet and potent voice, of its own birth. 
Of all sweet sounds the life and element! 

For the Class : 

Whatsoever ye would that men should do to you, do 
ye even so to them. — Matthew, vii, 12. 

Suggestions for morning talks 

If we follow the golden rule we must not try to pay back 

those who have done wrong to us. 
We must be true and loyal to our parents, for that is 

what we should want our children to be to us. 
We must be obedient and mindful of our teachers, for 

that is what we should want our pupils to be to us. 
We must be good to the dumb animals, for they are 

helpless in our care. 
We must be patient and helpful to children smaller than 

we are. They need much patience and help to grow 

right. 
We must be kind and gentle to those who have done 

wrong. They need more kindness than any one else 

to help them to be good. 
Read: "Beautiful Things." Ellen P. AUerton, Sunday 
School Selections, Penn Publishing Company. 



82 A COURSE IN CITIZENSHIP 

THE SERVANT OF ALL ^ 

ANNIE AND ELIZA KEARY 

"Carl," said his master, "you have been a faithful 
swineherd these three years; go and sell the half of my 
herd in the town that lies at the other side of the forest, 
and the money shall be yours." 

As Carl drove the swine before him into the wood he 
suddenly saw an old man with a book in his hand. Carl 
peeped over the old man's shoulder and tried to read it. 
"Trying to peep into my book, I see," said the old man. 
"Oh, indeed, I beg your pardon," said Carl. 

"No offense, I assure you," said the other; "sit down 
by me and you shall read as much as you like." "It is 
only a list of names," said Carl; "but one is written in 
gilt letters; what is that for?" "That is the name of a 
king," answered the old man. "What is a king? " asked 
Carl; "I have never seen one." 

"You may see one this evening," answered the old 
man. "The people of yonder city have long been ex- 
pecting one; the throne has been ready in the market- 
place and the crown rests before it on a crimson cushion. 
All the people are waiting to bow down, for they have 
heard that the king will come to-day." 

"I will walk on then," said Carl, "for certainly I 
should like to see him." 

Presently Carl overtook a thin, miserable-looking 
donkey who was trying in vain to drag a cart-load of 
wood. "Good master Carl," said the donkey, "will you 
not help me on with this load. I am so tired, I shall 
never reach my master's cottage." "Never despair, my 
good friend," said Carl as he placed himself behind the 
cart, and began to push it vigorously along. After a 
long time he said to the donkey, "That will do now, I 
think; I have helped you a long way." 

» Abridged from The Little Wanderlin and Other Tales. The Macmillan Co. 



GRADE II: SCHOOL AND PLAYGROUND 83 

But the donkey refused to go on alone. "You really 
are unreasonable," said Carl. "I positively must run 
after my pigs now." The donkey only brayed; there is 
no doubt he was very unreasonable. "Never mind," 
said Carl to himself, "he can't help being a donkey and 
I dare say he is very tired." So Carl pushed the cart 
for the donkey until they came to his master's cabin. 
"Thank you, good master Carl," said the donkey. 
"Good-bye," said Carl, as he ran after his pigs. They 
had found a feast of acorns, so Carl sat down and pulled 
his bread and cheese out of his pocket. 

"Master Carl," said a little voice at his elbow, and 
Carl saw a rabbit sitting before him. " I do hope you 're 
not going to ask for some bread and cheese," said Carl, 
"I'm very hungry and there's not nearly enough for us 
both." 

"Then I must go without my dinner," said the little 
rabbit. "That's ridiculous," said Carl, "see how many 
dandelions there are all about." "But it's so unwhole- 
some living entirely on green food," said the rabbit, 
"I'm particularly ordered to eat bread and cheese." 
"Very well, then," answered Carl, "you shall eat bread 
and cheese;" and he fed the rabbit out of his hand and 
kept only a very little piece for himself. " I 'm very much 
obliged to you," said the rabbit when she went away. 

As Carl drove his pigs along he next met a beggar, all 
in rags, looking so miserable it would have made your 
heart ache. Carl went up to him and said, " I am very 
sorry for you; can I do anything?" "God bless you," 
answered the beggar. "Look how sore my feet are from 
walking so long, without shoes or stockings." "You 
shall have mine," said Carl, pulling off his shoes and 
stockings. "And from having no hat on," continued the 
beggar, "the sun has made my eyes quite weak." "I 
see," answered Carl, as he put his hat on the beggar's 
head and ran on himself bareheaded. 



84 A COURSE IN CITIZENSHIP 

"Now I must really keep my eye on those pigs," said 
Carl, "for here we are at the mouth of the enchanted 
cave and the Cobbolds will steal them away from me, if 
I don't look out." 

" Carl ! O Carl ! " said a voice from the ground. " Here 
I am, almost crushed beneath the stone just under your 
right foot; will you not lift it up and save me? " "Can't 
you wait just till I have passed the cavern, and then I '11 
come back to you.^* " said Carl, still looking at his pigs, 
"In the mean time I shall be crushed to death," an- 
swered the worm. 

"Good-bye, my pigs, then," shouted Carl, as he 
lifted the stone from the back of the half-dead worm. 
"I thank you, Carl," said the worm feebly; "now go and 
look after your pigs." "They are all gone, and once in 
there, it's not a bit likely they'll ever come out again," 
said Carl; "but I'll go to the town at any rate and see 
whether the king is come.'* 

"What do you want here, Carl?" asked the porter at 
the gate of the city. " I came to sell my pigs," answered 
Carl. "Where are they.^*" said the porter. "I've lost 
them all," answered Carl. 

"Then come with me to the market-place," said the 
porter; and he led Carl to the market-place, where the 
throne was standing empty. In front of the throne stood 
the old man who had spoken to Carl in the morning, and 
beside him Carl saw the donkey, the rabbit, the beggar, 
the worm, and a whole army of soldiers who had been 
Carl's pigs. 

"Carl," said the old man, "where have you been 
to-day?" "Through the wood," answered Carl. "What 
have you been doing there? " " Indeed, I hardly know," 
answered Carl. 

"Carl helped me with my load of wood," said the 
donkey. , 

"Carl fed me with his own dinner," said the rabbit. 



GRADE II: SCHOOL AND PLAYGROUND 85 

"Carl gave me his cap and shoes," said the beggar. 

"Carl saved me from being crushed to death," said 
the worm. 

"Citizens," said the old man, "what do you think of 
Carl?" 

Then all the people shouted, "Carl is the King! Carl 
is the King!" 



GRADE III 

THE NEIGHBORHOOD 

By ELLA LYMAN CABOT 

INTRODUCTION 

For many months an empty house stood opposite to 
mine. At last the "For Sale" sign was taken down; 
carpenters and painters flickered by the windows, but 
still, as night came on, the house was dark. Then my 
neighbors moved in. One morning as I looked across I 
saw a small person dressed in brown, waving in greeting 
with both chubby hands. "Here," thought I, as I 
eagerly waved back, " here is true neighborliness, and 
it is strongest in the youngest among us." 

All of us have our special groups of friends and our 
fellow workers who share a common interest. Neighbor- 
liness means the sharing of interests often different from 
our own. Neighborhoods give us minute but character- 
istic worlds to enter day by day, till we are enlarged in 
sympathy and comprehension. The teacher who helps 
a child to know and serve the neighbors will introduce 
him to ideals of sympathy and helpfulness that he can 
later use in larger spheres. 

Our aim in this year is to help each child to see as his 
own and to love and serve the life of which he is a part. 
Little children take everything for granted. A child of 
nine or ten can begin to see that the town is made up, not 
of his home alone, but of other homes; and that school is 



GRADE III: NEIGHBORHOOD 87 

training him to be an active member of his community. 
The neighborhood becomes real to him as he takes his 
own small but loyal part in serving it. He can take care 
of public property to the extent of seeing that papers are 
picked up, fences and buildings left undefaced, garden 
seeds planted. He can learn respect for firemen and 
police; the simpler conditions of public health; the need 
of obedience to law because we are members one of an- 
other. He can practice doing good turns to the neighbor- 
ing community, the group just over the border of his 
narrow sympathy. He can learn to recognize the rights 
and feelings of the Chinese laundryman, the Italian 
fruit-dealer, the Jewish tailor. Above all, he can begin 
to see what it means to work together for ends far greater 
than any one, however strong and wise, could accom- 
plish alone. 

SEPTEMBER: WHO IS MY NEIGHBOR? 

For the Teacher: 

Heaven doth with us as we with torches do. 
Not light them for themselves; for if our virtues 
Did not go forth of us, 't were all alike 
As if we had them not. 

Shakespeare, Measure for Measure, i, i. 

Suggestions for morning talks 

The question, "Who is my neighbor?" was asked by a 
lawyer nineteen hundred years ago. The story of the 
Good Samaritan helped the lawyer to find his own 
answer. Read Luke x, 29-37. Our neighbor is every 
one to whom we can show kindness. 

In every neighborhood the public school is a central 



88 A COURSE IN CITIZENSHIP 

building. Day by day the cbildren pass to and fro, 
rarely noticing with any clearness of vision what they 
see and still more rarely thinking of the neighborhood 
as a whole. Yet the neighborhood is the child's city 
limits, and to teach a keen and human interest and 
helpfulness in the neighborhood is to open for him the 
beginnings of citizenship. Citizenship often comes 
first to a child as a hard shell resisting his wishes. 
Happy is the teacher who can show him the kernel 
inside. The policeman, the old woman at the apple- 
stand, the truant officer, are often thought of as 
natural foes. Break that hard shell of prejudice; show 
the children the real life of the neighborhood. 

Questions for the class 

If you walk down a street of shops, what signs do you 
see over the door? Provisions, groceries, furniture, 
drug-store, shoemaker, painter, carpenter, lunch- 
room, dressmaker, tailor, toy-shop, books and sta- 
tionery, moving-picture show, police station. Could 
we do without any of these stores .^^ What things does 
everybody need.^^ 

Notice as you go home to-day what shops you see on the 
way. Make a list and bring it to school. How do these 
neighbors of ours help us.^^ How can you help them? 
By courtesy whenever you meet any one; by honesty 
whenever you buy even a penny's worth; by willing 
deeds of kindness, holding the baby for a neighbor 
while she runs out, getting a pitcher of water for her; 
by shutting the door softly if any one in the house is ill; 
by listening hard to every word when you are asked to 
do something; by flying gayly on errands of kindness. 

Read: "Ruth and Naomi." — Ruth i. 



GRADE III: NEIGHBORHOOD 89 

A NIGHT WITH A WOLF ^ 

BAYARD TAYLOR 

Little one, come to my knee! 

Hark how the rain is pouring 
Over the roof, in the pitch-black night, 

And the wind in the woods a-roaring! 

Hush, my darling, and listen, 

Then pay for the story with kisses: 

Father was lost in the pitch-black night. 
In just such a storm as this is! 

High up on the lonely mountains, 

Where the wild men watched and waited; 

Wolves in the forest, and bears in the bush. 
And I on my path belated. 

The rain and the night together 

Came down, and the wind came after. 

Bending the props of the pine-tree roof 
And snapping many a rafter. 

I crept along in the darkness. 

Stunned, and bruised, and blinded — 

Crept to a fir with thick-set boughs, 
And a sheltering rock behind it. 

There, from the blowing and raining. 

Crouching, I sought to hide me: 
Something rustled, two green eyes shone. 

And a woK lay down beside me. 

Little one, be not frightened; 
I and the wolf together, 

1 From Poetical Works. Houghton Mifflin Co. 



90 A COURSE IN CITIZENSHIP 

Side by side, through the long, long night. 
Hid from the awful weather. 

His wet fur pressed against me; 

Each of us warmed the other ; 
Each of us felt, in the stormy dark, 

That beast to man was brother. 

And when the falling forest 

No longer crashed in warning, 
Each of us went from our hiding place 

Forth in the wild, wet morning. 

Darling, kiss me in payment! 

Hark, how the wind is roaring; 
Father's house is a better place 

When the stormy rain is pouring ! 

OCTOBER: WAYS OF SERVICE 

For the Teacher: 

Distinction, with a broad and powerful fan, 
Puffing at all, winnows the light away; 
And what hath mass, or matter, by itself 
Lies, rich in virtue, and unmingled. 

Shakespeare, Troilus and Cressida, i, iii. 

Suggestions for morning talks 

At the beginning of the year we talked about Who is my 
neighbor .f^ The story of the Good Samaritan shows 
that my neighbor is every one I meet and whom I can 
help. How can we help? Are gifts the only way? Are 
they the best way to help? Read the story of the 
"Little Lame Boy." ^ How did he help? Do you 

* Ethics Jor Children, Ella Lyman Cabot. Houghton Mifflin Co. 



GRADE III: NEIGHBORHOOD 91 

know the rule of the Boy Scouts to do something kind 
for somebody every day? What chances to help are 
there as soon as you get up? Quickness and care in 
dressing; help in setting the table; politeness in pass- 
ing the food to others first; neatness in making up 
your bed; readiness to run errands. 
What can you do to help in going to school? Be on time; 
speak pleasantly to any neighbor you meet; look 
about at the street crossing and help another child 
across carefully. Are there any lonely or sick people 
in your neighborhood? What can you do for them? 
What animals help us? How can we help them? 
Tell the story of "Androcles and the Lion," from 
Fifty Famous Stories Retold, James Baldwin (American 
Book Co.); "The First Day on the Aim," from Heidi, 
by Johanna Spyri (Everyman's Library. E. P. Dutton 
&Co.). 

I LOVE YOU, MOTHER 

JOY ALLISON 

"I love you, mother," said little John; 

Then, forgetting his work, his cap went on, 
And he was off to the garden swing. 
Leaving his mother the wood to bring. 

"I love you, mother," said little Nell, 

" I love you better than tongue can tell." 
Then she teased and pouted half the day. 
Till mother rejoiced when she went to play. 

"I love you, mother," said little Fan, 
"To-day I'll help you all I can;" 
To the cradle then she did softly creep. 
And rocked the babe till it fell asleep. 



92 A COURSE IN CITIZENSHIP 

Then stepping softly she took the broom. 
And swept the floor, and dusted the room; 

Busy and happy all day was she, 

Helpful and cheerful as child could be, 

"I love you, mother," again they said — 
Three little children going to bed. 
How do you think the mother guessed 
Which of them really loved her best? 

OLD DOG TRAYi 

ELLEN E. KENYON 

Dog Tray has been away for two days. He never 
stayed so long before. 

Dog Tray is a hunter. Sometimes he goes to look for 
the naughty fox that eats the chickens, and the fox 
leads him a long chase. When he returns, every one is 
glad. Even baby crows at sight of him. 

What do you suppose he is saying to baby? And 
what is baby saying to him? Do you think they under- 
stand each other? 

Dog Tray is often left to watch baby asleep in the 
cradle. No harm can come while he is there. When the 
children go chestnutting, he goes, too. He knows he 
may be needed to take care of them. 

One afternoon they wandered too far and stayed too 
long. It grew dark, and they could not tell the way 
home. If they had been alone, they might have gone the 
wrong way. Then, getting farther and farther into the 
wood, they would have been lost indeed. 

But Dog Tray was with them. All they had to do was 
to say, "We're going home. Tray!" The wise dog was 
glad to hear it, for he knew it was growing late and they 

3 From Charles Dudley Warner's Library of the World's Best Literature' By per- 
mission of The Warner Library Company. 



GRADE III: NEIGHBORHOOD 93 

had far to walk. He gave a glad sniff, as if to say, 
"Come this way then!" and trotted off. The children 
followed, for they knew they could trust Tray. 

Every once in a while Tray would pause and look 
around, as if to say, "Am I going too fast for you?" 
Then he would trot along. 

Mamma knew that Tray was with the children, or she 
would have been worried about them. As it was, when 
they reached home, she only said: "Come, hurry, chil- 
dren! Your supper is waiting." 

Old Dog Tray 's ever faithful; 
Grief cannot drive him away. 

He is gentle, he is kind. 

And you '11 never, never find 
A better friend than old Dog Tray. 

NOVEMBER: PERSEVERANCE 

For the Teacher: 

COLUMBUS 1 

JAMES RUSSELL LOWELL 

Endurance is the crowning quality, 
And patience all the passion of great hearts; 
These are their stay, and when the leaden world 
Sets its hard face against their fateful thought, 
And brute strength, like the Gaulish conqueror. 
Clangs his huge glaive down in the other scale. 
The inspired soul but flings his patience in. 
And slowly that outweighs the ponderous globe. 

Suggestions for morning talks 

Tell of Edison*s perseverance in discovering the best 
material to use for filaments of electric lights, and of 

» From Complete Poetical Works. Houghton Mifflin Co. 



94 A COURSE IN CITIZENSHIP 

how many times Burbank tries before he can get a suc- 
cessful new plant. For stories of both, see The Wonder 
Workers, by Mary H. Wade. Little, Brown & Co. 
The work of Darwin, and in fact, of any great scientist, 
gives examples of perseverance. See The Children's 
Book of Moral Lessons, by F. J. Gould. Watts & Co., 
London. 
Tell how Columbus showed great perseverance in his 
attempts to get ships to try the voyage across the 
Atlantic. 
Describe Helen Keller's efforts in learning to speak. 
Refer to Miss Sullivan's account, in The Story of My 
Life, by Helen Keller, page 386. Doubleday, Page 
&Co. 
Edison, Darwin, Burbank, Helen Keller, Clara Barton 
persevered in great and hard tasks; what made them 
persevere? They loved their work, but do you think 
they never grew tired of it.^^ What did they do then? 
What chances have children to be persevering? Is it 
harder to be persevering in learning arithmetic or in 
learning to skate? Is it harder still to persevere in 
being helpful to all the neighbors every day? 
Learn: "Excelsior," by Henry W. Longfellow. R.L.S. 

No. 11. Houghton Mifflin Co. 
Read: "The Rope Wears the Stone," in Lesson X, and 
"William Edwards," in Lesson IX, The Chil- 
dren's Book of Moral Lessons, F. J. Gould. 
Watts & Co., London. 
"Industry," and "The Water Lily," in Ethics, 
Julia M. Dewey. Educational Publishing Co. 
"The Tortoise and the Hare," in The First Book 
of Stories for the Story-Teller, F. E. Coe. 
Houghton Mifflin Co. 



GRADE III: NEIGHBORHOOD 95 

"Teenchy Duck" (at the castle), in The Second 
Book of Stories for the Story-Teller, F. E. Coe. 
Houghton Mifflin Co. 

"Bruce and The Spider/* in Fifty Famous Stories 
Retold, James Baldwin. American Book Com- 
pany. 

"The Squirrel's Devotion," in Ethics for Chil- 
dren, Ella Lyman Cabot. Houghton Mifflin 
Co. 

"The Hill," in The Golden Windows, Laura E. 
Richards. Little, Brown & Co. 

A pocket-handkerchief to hem — 

Oh dear, oh dear, oh dear! 
How many stitches it will take 
Before it 's done, I fear. 

Yet set a stitch, and then a stitch. 

And stitch and stitch away. 
Till stitch by stitch the hem is done; 

And after work is play ! 

C. G. ROSSETTI. 

PERSEVERANCE WINS ^ 

ANONYMOUS 

About thirty years ago I stepped into a book shop in 
Cincinnati. While there, a ragged little boy, not over 
twelve, came in to ask how much geographies cost. 

"One dollar, my lad." 

"I have only sixty-two cents," said the boy eagerly; 
"will you let me have the book, and wait awhile for the 
rest of the money?" 

When the man refused his request, the lad seemed to 

* Abridged from A School Reader, Fourth Grade. Copyright, 1908, by Fanny EL 
Coe. By arrangement with the American Book Co., Fublishera. 



96 A COURSE IN CITIZENSHIP 

shrink within his ragged clothes. He looked up at me 
with a poor attempt at a smile and left the store. I over- 
took him. 

"What now?" I asked. 

"I shall try another place, sir." 

"Shall I go, too, and see how you succeed?" 

"Oh, yes, if you like," said he in surprise. 

Four different stores I entered with him and four 
times he was refused. "Will you try again?" I asked. 
"Yes, sir; I shall try them all, or I should not know 
whether I could get the book." 

We entered the fifth store, and the little fellow told 
the gentleman just what he wanted and how much 
money he had. 

"Why do you want the book so much?" asked the 
proprietor. 

"To study, sir; I cannot go to school, but when I have 
time I study at home. My father was a sailor and I want 
to know something about the places that he used to go 

to." 

"Does he go to those places now?" 

"He is dead," replied the boy softly. Then he added, 
"I am going to be a sailor, too." 

"Well, my lad," said the proprietor, "I will let you 
have a geography that is not new for fifty cents." 

"Are the leaves all in it, and is it just like the others, 
only not new? " 

"Yes, it is as good as the new ones." 

"It will do just as well, then; and I shall have twelve 
cents left towards buying some other book. I am glad 
that they did not let me have one at any of the other 
places." 

The bookseller looked up inquiringly, and I told him 
what I had seen of the little fellow. When he brought 
the book along, I saw a nice new pencil and some clean 
white paper with it. "A present, my lad, for your perse- 



GRADE III: NEIGHBORHOOD 97 

verance. Always have courage like that and you will 
make your mark," said the bookseller. 
"Thank you, sir; you are very good." 
**Do you want any more books?" I now asked. 
"More than I can ever get," he replied, glancing at 
the shelves. I gave him a bank note. "May I buy what 
I want with it?" he said. I nodded. "Then I will buy 
a book for mother," said he. "I thank you very much, 
and some day I hope I can pay you." He asked my 
name and I gave it to him. Then I left him standing by 
the coimter, so happy that I almost envied him. 

Last year I went to Europe; we had pleasant weather 
the greater part of the voyage; but toward the end there 
came a terrible storm. Every mast was laid low, the 
rudder was almost useless, and a great leak was filling 
the vessel with water. After pumping for one whole 
night, with the water still gaining upon them, the 
sailors gave up in despair and prepared to take to the 
boats, but the captain, with a voice that I heard dis- 
tinctly above the roar of the tempest, ordered every man 
to his post. It was surprising to see those men bow 
before his strong will and hurry back to the pumps. 

As he passed me, I asked him whether there was any 
hope of saving the vessel. "Yes, sir," he answered, "so 
long as one inch of this deck remains above water, there 
is hope. When that fails, I shall abandon the vessel, not 
before, nor shall one of my crew. Bear a hand, every one 
of you, at the pumps." 

Thrice during the day did we despair; but the cap- 
tain's dauntless courage, perseverance, and powerful 
will mastered every man on board and we went to work 
again. "I will land you safe at the dock in Liverpool," 
said he, "if you will be men." 

And he did land us safe, but the vessel sunk soon after 
she was moored to the dock. I was the last to leave. As 



98 A COURSE IN CITIZENSHIP 

I passed he grasped my hand and said, "Judge Preston, 
do you recognize me?" I told him that I did not. 

"Do you remember the boy who had so much diffi- 
culty in getting a geography? He owes a debt of grati- 
tude for your encouragement and kindness to him." 

"I remember him very well, sir. His name was 
William Hartley." 

"I am he," said the captain. "God bless you!" 

"And God bless you too, Captain Hartley," I said. 
"The perseverance that, thirty years ago, secured you 
that geography, has to-day saved our lives." 



DECEMBER: HOSPITALITY 

For the Teacher: 

THE VISION OF SIR LAUNFAL 

JAMES RUSSELL LOWELL 

And the voice that was softer than silence said, 
"Lo, it is I, be not afraid! 
In many climes, without avail. 
Thou hast spent thy life for the Holy Grail; 
Behold, it is here, — this cup which thou 
Didst fill at the streamlet for me but now; 

The Holy Supper is kept, indeed, 
In whatso we share with another's need; 
Not what we give, but what we share. 
For the gift without the giver is bare; 
Who gives himself with his alms feeds three. 
Himself, his hungering neighbor, and me." 

Suggestions for morning talks 
Children are naturally hospitable. Unaware of our need 



GRADE III: NEIGHBORHOOD 99 

to save time or money they lavish hospitality on any 

one who wins their confidence. Christmas is a time in 

which to accent both hospitality and generosity; the 

encouragement of the desire to give, far more than the 

hope to receive, should be our message to children. 

See the suggestions in Grade I for December, on 

Making Others Happy. Let the children learn the 

old English carol "Good King Wenceslaus,'* and the 

motto "Be ye hospitable to strangers, for in so 

doing some have entertained angels unawares." 

Do you know what the word hospital comes from? Is 

there any hospital in your neighborhood .f* Does it 

open its doors wide to help the sick? Tell stories of 

the hospitality of the Far East. 

Read: "How the Sun, the Moon and the Wind Went 

Out to Dinner," in Second Book of Stories for 

the Story-Teller, Fanny E. Coe. Houghton, 

Mifflin Co. 

"Yussouf," Lowell. R.L.S. No. X. Houghton 

Mifflin Co. 
"The Miraculous Pitcher," in A Wonder Booh, 
Hawthorne. R.L.S. No. 18. Houghton Miff- 
lin Co. 
"Where Love is God is." Tolstoy, in Ethics for 
Children, Ella Lyman Cabot, p. 156. Hough- 
ton Mifflin Co. 
"The Pig and the Hen," Ahce Cary, in Poetical 
Works of Alice and Phoebe Cary. Houghton 
Mifflin Co. 
Tell of Stevenson and the Samoans, Letters of 
Stevenson, vol. ii, edited by Sidney Colvin, 
Charles Scribner's Sons. 



100 A COURSE IN CITIZENSHIP 

THE SPARROWS! 

CELIA THAXTER 

In the far-off land of Norway, 
Where the winter lingers late, 

And long for the singing-birds and jflowers 
The little children wait; 

When at last the summer ripens 
And the harvest is gathered in, 

And food for the bleak, drear days to come 
The toiling people win; 

Through all the land the children 

In the golden fields remain 
Till their busy little hands have gleaned 

A generous sheaf of grain; 

All the stalks by the reapers forgotten 
They glean to the very least, 

To save till the cold December, 
For the sparrows' Christmas feast. 

And then through the frost-locked country 
There happens a wonderful thing : 

The sparrows flock north, south, east, west. 
For the children's offering. 

Of a sudden, the day before Christmas, 
The twittering crowds arrive. 

And the bitter, wintry air at once 
With their chirping is all alive. 

They perch upon roof and gable. 
On porch and fence and tree, 

* Copyright, by Houghton Mifflin Co. Abridged. 



GRADE III: NEIGHBORHOOD 101 

They flutter about the windows 
And peer in curiously. 

On the joyous Christmas morning, 

In front of every door, 
A tall pole, crowned with clustering grain, 

Is set the birds before. 

And which are the happiest, truly 

It would be hard to tell; 
The sparrows who share in the Christmas cheer. 

Or the children who love them well ! 



THE LEGEND OF THE CHRISTMAS TREE » 

LUCY WHEELOCK 

Two children were sitting by the fire one cold winter's 
night. A timid knock was heard at the door, and the boy 
ran to open it. 

He found a child standing outside in the cold and 
darkness, with no shoes on his feet, and clad in thin, 
ragged garments. He was shivering with cold, and asked 
to come in and warm himself. 

**Yes," cried both the children, "you shall have our 
place by the fire. Come in." 

They drew the little stranger to their warm seat, 
shared their supper with him, and gave him their bed, 
while they slept on a hard bench. 

In the night they were awakened by strains of sweet 
music, and looking out saw a band of children in shining 
garments approaching the house. They were playing 
on golden harps, and the air was full of melody. 

Suddenly the stranger child stood beside them; no 
longer cold and ragged, but clad in silvery light. 

* Adapted from the German. By permission of the author. 



102 A COURSE IN CITIZENSHIP 

His soft voice said, "I was cold, and you took me in. 
I was hungry, and you fed me. I was tired, and you 
gave me your bed. I am the Christ-child, wandering 
through the world to bring peace and happiness to all 
good children. As you have given to me, so may this tree 
every year give rich fruit to you." 

So saying, he broke a branch from a fir tree, planted it 
in the ground, and disappeared. But the branch grew 
into a great tree, and every year bore golden fruit for 
the kind children. 



JANUARY: THOUGHTFULNESS AND 
RESPECT FOR AUTHORITY 

For the Teacher: 

I doubt if she said to you much that could act 
As a thought or suggestion : she did not attract 
In the sense of the brilliant or wise: I infer 
'T was her thinking of others, made you think of her. 

E. B. Browning, My Kate. 

Suggestions for morning talks 

A few ways to show thoughtfulness. 

Thoughtfulness at home. Who is the most thoughtful per- 
son you know? Does she ever forget to give you sup- 
per? If she has a great many things to do, how does 
she manage to remember your needs? What thought- 
ful thing can you do for her this very day? Read: " I 
love you mother," Joy Allison, Grade III, p. 91. 

Thoughtfulness at school. How many children do you 
suppose the old lady had who lived in a shoe? Count 
how many the teacher has to look after. Why must 
they all behave well? 



GRADE III: NEIGHBORHOOD 103 

Thoughtfulness in speaking. Use a pleasant voice, low 
tones when you may disturb some one, courtesy in 
saying please and thank you. Read: "Please/* by 
Alicia Aspinwall, in Can You Believe Me Stories. E. 
P. Dutton & Co. 
Thoughtfulness in remembering what you are told. How 
can you learn not to forget.^ What things do you 
always remember .^^ What things do you often forget? 
Thoughtfulness to the neighbors. Learn the verse begin- 
ning, "She doth little kindnesses," in My Love, by 
James Russell Lowell. See Grade VI, page 232. 
Notice all the thoughtful acts you can see each day and 
tell about them when you come to school. Who are 
the most thoughtful and kind people in your neighbor- 
hood.'^ 
Thoughtfulness by quick attention. Read: "A Gentle- 
man," by Margaret Sangster, in Little Knights and 
Ladies. Harper & Bros. 
Read: "The Chicken's Mistake," and "They Didn't 
Think," Phoebe Cary. Poetical Works of Alice 
and Phoebe Cary. Houghton Mifflin Co. 
"Advice," Anonymous, Poetry for Home and 

School. G. P. Putnam's Sons. 
"Spartan Respect for the Aged," in School Man- 
agement, Emerson E. White. American Book 
Co. 

THE THREE SIEVES ^ 

A little boy one day ran indoors from school, and 
called out eagerly: "Oh, mother, what do you think of 
Tom Jones .^ I have just heard that — " 

> From Ella Lyman Cabot's Character Training, the English Edition of Ethics /of 
Children, edited by Edward Eyles. Geo. G. Harrap & Co., London. 



104 A COURSE IN CITIZENSHIP 

"Wait a minute, my boy. Have you put what you 
have heard through the three sieves before you tell it to 
me?" 

"Sieves, mother! What do you mean?" 

*'Well, the first sieve is called Truth. Is it true?" 

" Well, I don't really know, but Bob Brown said that 
Charlie told him that Tom — " 

"That's very roundabout. What about the second 
sieve — Kindness. Is it kind?" 

"Kind! No, I can't say it is kind." 

"Now the third sieve — Necessity. Will it go through 
that? Mw5f you tell this tale? " 

"No, mother, I need not repeat it." 

" Well, then, my boy, if it is not necessary, not kind, 
and perhaps not true, let the story die." 

FEBRUARY: FAIR PLAY AND 

UNSELFISHNESS 

For the Teacher: 

Gladness be with thee. Helper of our World! 

I think this is the authentic sign and seal 

Of Godship, that it ever waxe.s glad. 

And more glad, until gladness blossoms, bursts 

Into a rage to suffer for mankind. 

And recommence at sorrow. 

Robert Browning, BalaustiorCs Adventure, 

Suggestions for morning talks 

Tell how Roderick Dhu kept his word and did not use 
his great band of men to fall upon James Fitz-James 
unfairly. See The Lady of the Lake, Scott, Canto v. 

Tell how Robin Hood tried to give everybody a fair 
chance by taking money away from the rich men who 



<< 



ti 



GEADE III: NEIGHBORHOOD 105 

had got it unfairly and returning it to the poor. He 
never robbed the poor. See Robin Hood, Howard 
Pyle. Charles Scribner's Sons. 
What is a better way of helping the poor and the 

sick.'' 
Read: "The Lion and the Mouse," First Book of Stories 
for the Story-Teller, Fanny E. Coe. Houghton 
Mifflin Co. 
"Kindness Returned," in School Management, 
Emerson E. White. American Book Co. 
The Pied Piper," Browning (unfair play). 
R.L.S. No. 115. Houghton Mifflin Co. 
The Bell of Atri," Henry W. Longfellow. 
R.L.S. No. X. Houghton Mifflin Co. 
How David refrained from Killing his Sleeping 

Foe, 1 Samuel xxiv. 
"The Banyan Deer," Jataka Tales, Ellen C. 

Babbitt. Century Co. 
"Little Agnes' Adventure," Margaret Brenda, in 
Our Young Folks. 
Learn: 

Be to others kind and true 
As you'd have others be to you; 
And neither do nor say to men 
Whate'er you would not take again. 

THE THIRTEEN JEWELED LETTERS » 

JASMINE STONE VAN DRESSER 

Once upon a time, a little girl lost her name, and no 
one could tell her where to find it. So one day she 
started out with a basket of luncheon, saying that if she 

* Abridged from How to Find Happy Land. By permission of G. P. Putnam'* 
Sons, Publishers, New York and London. 



106 A COURSE IN CITIZENSHIP 

did not succeed in finding her name she would never 
come back, for she felt she was disgraced. 

First she met an old woman walking with a stick, who 
said, "What have you in your basket?" "Luncheon," 
replied the little girl. 

"What is your name?" asked the old woman. "I 
don't know," answered the little girl. Then she burst 
out crying for shame. "Tut, tut!" said the old woman. 
"Give me your basket of luncheon." The little girl gave 
it to her, and was happier than she had been since she 
lost her name. 

As she walked on through the woods she became very 
hungry. She turned back to see if the old woman had 
left a wee little crust; but all she found was the old 
woman's stick. Then the little girl cried, for she used to 
get what she wanted by crying. But this time there was 
no one to hear her, so she stopped. Moreover, she 
thought, "My luncheon must have helped the old 
woman to walk without her stick," and that of course 
made her feel better. 

As she got up from where she was sitting, something 
shining on the ground caught her eye. She stooped 
down and picked up a letter "N," formed of the reddest 
rubies you ever saw. "Oh," she cried, jumping up and 
down, "I have found the first letter!" 

Soon she met a squirrel who said, "Have you any 
nuts?" "No," she replied; "but I would give them to 
you if I had, because then I might find another letter of 
my beautiful name." "Indeed," said the squirrel, "you 
would never find another if that 's why you would help 
me." 

She was about to cry again, but the squirrel whisked 
out of sight, and she walked on. "If the saucy little 
squirrel is telling the truth, I had best mind what he 
said." With that she fell to wondering whether the next 
letter would be of pearls, — when the squirrel jumped 



GRADE III: NEIGHBORHOOD 107 

right out at her feet. " Give me that pretty blue ribbon 
on your hair to Hne my nest with," said he. 

She gave it to him and walked on with her hair falling 
over her eyes. But she was happy and thought only of 
how comfortable the squirrel's nest would be, lined with 
blue ribbon, until she almost stepped on a bright some- 
thing at her feet! And there was a letter "S," made of 
beautiful emeralds. 

*'0h," she said, picking it up. "But how can any 
name begin with *NS'.f^" And she was ready to cry 
again. Then a funny thing happened! A little baby 
monkey came out of the woods and asked for her cloak. 
Though she could n't see what a monkey wanted with a 
cloak, she gave it to him and went on, feeling pretty 
chilly, for it was not yet summer. 

Soon the monkey came running after her. The cloak 
was so long that he stumbled over it at every other step. 
He was shouting, "Wait! wait!'* She waited until he 
came up and handed her a letter *'S" made of shining 
pearls. "It's yours," said the monkey. 

She was more puzzled than ever at having another 
letter "S," for it seemed less likely than before that she 
would find a name beginning with such queer letters. 
But the monkey scratched his nose and said, "Maybe 
those are not the first letters of the name." 

This made her happy. Thanking the monkey politely, 
she hurried on, for she was anxious to find the rest of the 
letters. I could n't tell you all the adventures this little 
girl had; she gave away her shoes and stockings, and her 
pretty little baby ring, and her bonnet, and I don't 
know what else. But she was happy and, when least ex- 
pecting them, she kept finding letters made of precious 
stones. 

After she had found twelve letters, she began to 
wonder how she would know when she came to the end. 
And would you believe it, she came near missing the last 



108 A COUKSE IN CITIZENSHIP 

letter. This was the way it happened; she saw a bent 
old man, who asked her to help him find his spectacles 
because he could n't see well without them. She did n't 
cry, for she was cured of that; but she thought, *'0h, 
how shall I ever find the rest of my letters if I turn 
back.?" 

The old man only said, "Oh! deary me! How am I 
ever going to find my specs if no one will help me.^^" 
That made the little girl feel badly and she said, "I will 
go back with you," thinking she was going in the wrong 
direction, even though she was trying to help some one. 
But we cannot always tell where we are going to find the 
things we need. We must just do what is to be done. 

The little girl stooped to pick up something shining, 
saying, *'Here are your specs!" But it was n't the specs 
at all! It was another letter "S" made of gorgeous dia- 
monds. *' Dear me ! " said the little girl in astonishment, 
**but I can't spell such a big word." 

"I'll spell it for you," said the little old man, laying 
the letters in a row on the ground. "Why!" he ex- 
claimed, 'Hhat is what I have been looking for all these 
years; " and never thinking of specs, he spelled the 
word. "But for you I would n't have found it! " he said. 

"But for youy I would n't have found it!" said she to 
him. 

The little old man laughed. Then he suddenly stood 
up as straight as a sapling, saying, "Now I must make 
up for the years I have been without it," and off he 
started. 

The little girl gathered up the sparkling letters, and 
ran to meet a lady who was coming toward her. " Come 
home, dear little Marybelle," said the lady, holding out 
her arms. "I see you have searched in the right way.'* 

"Oh, mamma!" she cried, "these letters do not spell 
Marybelle!" Her mother spelled them out and they 
spelled "UNSELFISHNESS." 



GRADE III: NEIGHBORHOOD 109 

MARCH: GOOD WORK 

For the Teacher: 

A NOISELESS, PATIENT SPIDER* 

WALT WHITMAN 

A noiseless, patient spider, 

I mark'd, where, on a little promontory, it stood, iso- 
lated; 

Mark'd how, to explore the vacant, vast surrounding. 

It launch 'd forth filament, filament, filament, out of 
itself; 

Ever unreeling them — ever tirelessly speeding them. 

And you, O my Soul, where you stand. 

Surrounded, surrounded, in measureless oceans of space. 

Ceaselessly musing, venturing, throwing, — seeking the 
spheres, to connect them; 

Till the bridge you will need, be form'd — till the duc- 
tile anchor hold; 

Till the gossamer thread you fling, catch somewhere, 
O my Soul. 

Suggestions for morning talks 

Even little children can appreciate much that is written 
on good work. The teacher will find Character Build- 
ing in School, by Jane Brownlee (Houghton Mifflin 
Co.)> especially helpful. 
Read: "The Sailor Man," in The Pig Brother, Laura E. 
Richards. Little, Brown & Co. 
"The Builders," Longfellow. R.L.S. No. X. 
Houghton Mifflin Co. 

* From Leaves of Grass. 



HI 



110 A COURSE IN CITIZENSHIP 

Read: "The Monkey Song," in The Jungle Book, 

Kipling (poor work). The Century Company. 

"Mother HoUe," Grimm. R.L.S. No. 107. 

Houghton Miflflin Co. 
"The Two Herd Boys," in Boys of Other Coun- 
tries, Bayard Taylor. G. P. Putnam's Sons. 
'The Christmas Cake," Maud Lindsay, in 

More Mother Stories. Milton Bradley Co. 
'That Dropped Stitch," in Ethics for Home and 
Schooly Julia M. Dewey. Educational Pub- 
lishing Company. 

FIVE LITTLE CHICKENS ^ 

ANONYMOUS 

Said the first little chicken. 
With a queer little squirm, 
"Oh, I wish I could find 
A fat little worm!" 

Said the next little chicken, 
With an odd little shrug, 
"Oh, I wish I could find 
A fat little bug!" 

Said the third little chicken, 
With a sharp little squeal, 
"Oh, I wish I could find 
Some nice yellow meal!" 

Said the fourth little chicken, 
With a small sigh of grief, 
**I wish I could find 
A green little leaf !" 

* From American Kindergarten Magazine. 



GRADE III: NEIGHBORHOOD 111 

Said the fifth Httle chicken. 
With a faint Httle moan, 
"I wish I could find 
A wee gravel-stone!" 

"Now, see here," said the mother. 

From the green garden-patch, 
**If you want any breakfast. 

You must come and scratch." 

DUST UNDER THE RUG i 

IVIAUD LINDSAY 

There was once a poor widow, who had two daughters. 
She found work to do away from home, and her two little 
girls kept house. But one day the dear mother came 
home sick; so Minnie said: "Dear sister, I must go out to 
find work before the food gives out." She kissed her 
mother and walked off quickly. The night was coming 
fast when she saw before her a very small house. She 
made haste to knock; nobody came, so she opened the 
door and walked in. There before her she saw twelve 
little beds with the bedclothes tumbled, twelve little 
dirty plates, and the floor so dusty that you could have 
drawn a picture on it. 

"Dear me!" said the little girl, "this will never do!" 
and she set to work to make the room tidy. Just as she 
finished, in walked twelve little people about as tall as a 
carpenter's rule, and all wearing yellow clothes. Minnie 
knew they must be the dwarfs who kept the gold in the 
heart of the mountain. Said the dwarfs all together, for 
they always spoke together and in rhyme, — 

*' Who can this be so fair and mild ? 
Our helper is a stranger child! " 

* Abridged from Mother Stories, Maud Lindsay. By permission of Milton Bradley 
Co., Publishers. 



112 A COURSE IN CITIZENSHIP 

Minnie came forward. "If you please," she said, 
"I 'm Minnie Gray and I 'm looking for work." Here all 
the dwarfs called out merrily : — 

" You found our room a sorry sight. 
But you have made it clean and bright." 

They asked her to stay to supper and while they sat 
eating they told her that their fairy housekeeper had 
taken a holiday, and so their house was not well kept. 
Then they said: — 

" Dear mortal maiden, will you stay 
All through our fairy's holiday? 
And if you faithful prove and good. 
We will reward you as we should." 

Minnie was much pleased. Next morning she was 
awake with the chickens, cooked a nice breakfast, and 
after the dwarfs left, cleaned up the room and mended 
the dwarfs' clothes. When the dwarfs came home they 
found a bright fire and a warm supper; and every day 
Minnie worked faithfully until the last day of the fairy 
housekeeper's holiday. 

That morning she saw on one of the window-panes a 
most beautiful picture of fairy palaces with towers of 
silver and frosted pinnacles. As she looked at it she for- 
got work until the clock struck twelve. Then in haste 
she made the beds and washed the dishes; but when she 
took the broom to sweep it was almost time for the 
dwarfs to come home. *'I believe," said Minnie, "I will 
not sweep under the rug to-day; it is no harm for dust to 
be where it can't be seen! " So she left the rug unturned.' 
The dwarfs came home; as the rooms looked as usual, 
nothing was said; and Minnie thought no more of the 
dust until she went to bed. 

Then it seemed to her that she could hear the stars 
saying, "There is the little girl who is so faithful and 
good;" and Minnie turned her face to the wall, for a 



GRA.de III: NEIGHBORHOOD 113 

Kttle voice right in her own heart said, "Dust under the 
rug; dust under the rug!" 

"There is the Httle girl," cried the stars, "who keeps 
home as bright as star-shine." "Dust under the rug!" 
said the little voice. 

"We see her," called the stars joyfully. "Dust under 
the rug," said the voice. Minnie could bear it no longer; 
she sprang out of bed, swept the dust away, and lo ! under 
the dust lay twelve shining gold pieces. "Oh!" cried 
Minnie, and the dwarfs came running to see what was 
the matter. 

Minnie told them all, and when she had ended her 
story the dwarfs gathered lovingly around her and 
said : — 

" Dear child, the gold is all for you. 
For faithful you have proved and true. 
But had you left the rug unturned, 
A groat was all you would have earned. 
Our love goes with the gold we give. 
And oh, forget not while you live. 
That in the smallest duty done 
Lies wealth of joy for everyone," 

Minnie thanked the dwarfs for their kindness to her; 
and early next morning she hastened home with her 
golden treasure, which bought many good things for the 
dear mother and little sister. She never saw the dwarfs 
again; but she never forgot their lesson, to do her work 
faithfully; and she always swept under the rug. 



114 A COURSE IN CITIZENSHIP 

APRIL: CHEERFULNESS UNDER 
DEFEAT AND SUFFERING 

For the Teacher: 

PROMETHEUS UNBOUND 

PERCY BYSSHE SHELLEY 

To suffer woes which Hope thinks infinite; 
To forgive wrongs darker than death or night; 

To defy Power, which seems omnipotent; 
To love, and bear; to hope till Hope creates 
From its own wreck the thing it contemplates; 

Neither to change, nor falter, nor repent; 
This, like thy glory. Titan, is to be 
Good, great and joyous, beautiful and free; 
This is alone Life, Joy, Empire, and Victory! 

Suggestions for morning talks 

Tell how such men as Stevenson and Pope, though ill a 
great part of their lives, worked cheerfully and kept 
their courage; tell of Beethoven who wrote music after 
he was deaf. See Masters of Fate, Sophie Shaler. Duf- 
field & Co. 
Tell the story of the Chinese, in The Children's Booh of 
Moral Lessons, F. J. Gould, p. 20. Watts & Co., 
London. 
Read: "Partners'* (first part only). An American Book 
of Golden Deeds, James Baldwin. American 
Book Co. 
'He That is Down" (poem), John Bunyan. 
Children's Year Book, Forbes. Roberts Bros. 
If," Rewards and Fairies, Rudyard Kipling. 
Doubleday, Page & Co. 



Si- 



GRADE III: NEIGHBORHOOD 115 

"A Lesson of Faith," Mrs. Alfred Gatty, Para- 
bles from Nature. Everyman's Library, E. P. 
Dutton & Co. 
"The Flax," Hans Andersen. R.L.S. No. 50. 

Houghton Mifflin Co. 
"One, Two, Three," Henry C. Bunner. R.L.S. 
No. CC. Houghton Mifflin Co. 
Read to the children about playing the '* Glad Game," 
from Polly anna, by Eleanor H. Porter. L. C. Page & 
Co. See especially: chap. 5, p. 42, from "Pollyanna 
laughed softly" to "as they entered the kitchen to- 
gether"; chap. 10, p. 97, "There, I 'most forgot," to 
the end of the chapter; chap. 23, the account of her 
accident; chap. 26, how she heard she could never 
walk; chap. 28, all, but especially last two para- 
graphs. Polly anna's game was to find something to 
be glad about in every discouraging circumstance; 
the harder it was to find something, the more fun the 
game. For example, when her room lacked a mirror, 
she checked her regret by *' being glad " that she was 
thus prevented from seeing her hated freckles. When 
she, with two good legs, received crutches for a 
Christmas present, she managed to be glad that she 
did n't need them. 

Cheerfulness under defeat 

Sir Isaac Newton was a great scientist who discovered 
many new facts about light, the rainbow, and the fall- 
ing of stones and other bodies to the earth. He had 
many notes that it had taken him a long time to make; 
he kept these piled up on a table in his study. One 
day while he was out for a moment, a little dog of 
his knocked over a candle which burned up all the 



116 A COURSE IN CITIZENSHIP 

papers on which were his precious notes. When Sir 
Isaac came back, all that was left of them was ashes. 
But Sir Isaac did not punish the dog; all he said was, 
"Oh, Diamond, you little know the mischief you have 
done." 

IN GIANT DESPAIR'S CASTLE ^ 

JOHN BUNYAN 

Christian and Hopeful had traveled a long time and 
had met with many grievous difficulties. Wherefore at 
last, lighting under a little shelter, they sat down there 
till the day brake; but, being very weary, they fell 
asleep. Now there was, not far from the place where 
they lay, a castle, called Doubting Castle, the owner 
whereof was Giant Despair; wherefore he, getting up in 
the morning early, and walking up and down in his 
fields, caught Christian and Hopeful asleep in his 
grounds. Then with a grim and surly voice he bade them 
awake, and asked them whence they were, and what 
they did in his grounds. They told him they were pil- 
grims and that they had lost their way. Then said the 
giant, "You have this night trespassed on me by tram- 
pling in and lying on my ground, and therefore you must 
go along with me." So they were forced to go, because 
he was stronger than they. They also had but little to 
say, for they knew themselves in a fault. The giant, 
therefore, drove them before him and put them into his 
castle, into a very dark dungeon. Here, then, they lay 
from Wednesday morning till Saturday night, without 
one bit of bread or drop of drink, or light, or any to ask 
how they did. Now in this place Christian had double 
sorrow, because *t was through his unadvised counsel 
that they were brought into this distress. 

I From The Pilgrim's Progress. Slightly abridged. 



GRADE III: NEIGHBORHOOD 117 

Now Giant Despair had a wife, and her name was Dif- 
fidence: so he told his wife that he had taken a couple 
of prisoners and cast them into his dungeon for trespass- 
ing. Then she counseled him that in the morning he 
should beat them without mercy. So when he arose, he 
getteth him a grievous crab-tree cudgel, and goes down 
into the dungeon to them, and there first falls to rating 
of them as if they were dogs. Then he falls upon them 
and beats them fearfully; this done, he withdraws and 
leaves them there to condole their misery, and to mourn 
under their distress. 

"Brother," said Christian, "what shall we do? The 
life that we now live is miserable. For my part, I know 
not whether it is best to live thus, or die out of hand.'* 

"Indeed," said Hopeful, "our present condition is 
dreadful, and death would be far more welcome to me 
than thus forever to abide; but let us consider, that all 
the law is not in the hand of Giant Despair. Who 
knows but that God, that made the world, may cause 
that Giant Despair may die; or that at some time or 
other he may forget to lock us in. For my part, I am 
resolved to pluck up the heart of a man, and to try my 
utmost to get from under his hand. I was a fool that I 
did not try to do it before. But, however, my brother, 
let's be patient, and endure a while." With these words 
Hopeful did moderate the mind of his brother; so they 
continued together in the dark that day, in their sad and 
doleful condition. 

Now night being come again, and the giant and his 
wife being in bed, she asked him concerning the prison- 
ers. He replied, "They are sturdy rogues; they chose 
rather to bear all hardship than to make away with 
themselves." Then said she, "Take them into the castle 
yard to-morrow, and show them the bones and skulls of 
those thou hast already dispatched." 

So when the morning was come the giant took them 



118 A COURSE IN CITIZENSHIP 

into the castle yard, and showed them as his wife had 
bidden. "These," said he, "were pilgrims, as you are, 
and they trespassed in my grounds as you have done; 
and when I thought fit I tore them in pieces, and so 
within ten days I will do you; get you down in your den 
again." And with that he beat them all the way 
thither. They lay, therefore, all day on Saturday in a 
lamentable case, as before. 

Well, on Saturday, about midnight, they began to 
pray, and continued in prayer till almost break of day. 
Now, a little before it was day, good Christian, as one 
half -amazed, broke out in this passionate speech: "What 
a fool," quoth he, "am I, thus to lie in a dungeon when 
I may as well walk at liberty ! I have a key in my bosom 
called Promise, that will, I am persuaded, open any 
lock in Doubting Castle." Then said Hopeful, "That's 
good news; good brother, pluck it out of thy bosom 
and try." 

Then Christian pulled it out of his bosom, and began 
to try at the dungeon door, whose bolt, as he turned the 
key, gave back, and the door flew open with ease, and 
Christian and Hopeful both came out. Then he went 
to the outward door that leads into the castle yard, and 
with his key opened that door also. After he went to the 
iron gate, for that must be opened too; but that lock 
went hard, yet the key did open it. Then they thrust 
open the gate to make their escape with speed; but that 
gate, as it opened, made such a crackling that it waked 
Giant Despair, who hastily rising to pursue his prisoners, 
felt his limbs to fail; for his fits took him again, so 
that he could by no means go after them. Then they 
went on, and came to the King's highway, and so 
were safe, because they were out of the giant's juris- 
diction. 



GRADE III: NEIGHBORHOOD 119 

MAY: PEACE AMONG NEIGHBORS 

For the Teacher: 

MEMORABILIA 

XENOPHON 

Socrates, seeing two brothers quarreling, said to one, 
"As it appears to me the gods have designed brothers to 
be of greater mutual service than the hands or feet or 
other members which they have made in pairs; for the 
hands, if required to do things at the same time, at 
greater distance than a fathom, would be unable to do 
them; the feet cannot reach two objects at the same time 
that are distant even a fathom : but brothers if they are 
in friendship can, even at the greatest distance, act in 
concert and for mutual benefit." 



Learn: 



Suggestions for morning talks 

Echo not an angry word. 

Let it pass! 
Think how often you have erred; 

Let it pass! 
Any common souls that live 
May condemn without reprieve; 
'T is the noble who forgive : 

Let it pass! 

All The Year Round, 

Read: "The White Dove," Maud Lindsay, in More 
Mother Stories. Milton Bradley Co. 
"Little Girls Wiser Than Men," Tolstoy, in 
Twenty-Three Tales; translated by L. and A. 
Maude. Oxford University Press. 



120 A COURSE IN CITIZENSHIP 

Read: " RoUo in the Woods," in Rollo at Play, Jacob 
Abbott. T. Y. Crowell & Co. 

"A Bit of Loving Kindness," Ada Carleton, in 
Ethics, Julia M. Dewey. Educational Pub- 
lishing Company. 

"Three Bugs," Alice Cary, in Poetical Works of 
Alice and Phoebe Cary. Houghton Mifflin Co. 

A SPARK NEGLECTED BURNS THE HOUSE ^ 

LEO TOLSTOY 

There once lived in Russia a peasant named Ivan 
Stcherbakof . He was the best worker in the village, had 
three sons all able to work, his wife was a thrifty woman 
and they had a quiet and hard working daughter-in-law. 
They had only one idle mouth to feed; that of Ivan's old 
father, who had been lying ill on the top of the great 
brick oven for seven years. Ivan had all he needed, 
three horses and a colt, a cow with a calf, and fifteen 
sheep. So he and his children might have lived quite 
comfortably had it not been for a quarrel with his next- 
door neighbor. Limping Gabriel, the son of Gordey 
Ivanof. 

As long as old Gordey was alive the peasants lived as 
neighbors should. If the women wanted a sieve or a tub, 
or the men a sack, they sent to the other house. Such 
things as locking up barns and outhouses, or hiding 
things from one another, were never thought of. 

When the sons came to be at the head of the families, 
everything changed. It all began about a trifle. Ivan's 
daughter-in-law, Sonia, had a hen that every day laid 
an egg in the cart. But one day the hen flew across into 
Gabriel's yard and laid its egg there. When Sonia went 

1 Abridged from Twenty-Three Tales. Translated by L. and A. Maude. Oxford 
University Press. 



GRADE III: NEIGHBORHOOD 121 

over, Gabriel's mother asked : "What do you want, young 
woman?" **Why, you see, my hen flew across this 
morning. Did not she lay an egg here?" "We never 
saw anything of it. We collect our own eggs. And we 
don't go looking for eggs in other people's yards, lass!" 
The young woman was offended, and answered sharply. 
The women began abusing each other. Ivan's wife 
joined in; Gabriel's wife rushed out; then a general up- 
roar commenced. Gabriel, returning from the fields, 
stopped to take his wife's part. Ivan and his son 
rushed out; and finally Ivan pulled a hand-full out of 
Gabriel's beard. Thus the quarrel began, and from this 
a feud grew. 

Ivan's old father tried to persuade them to make 
peace, saying, "It's a stupid thing, children, picking 
quarrels about an egg. The children may have taken it 
— well, what matter? God sends enough for all. And 
suppose your neighbor did say an unkind word; show 
her how to say a better one ! If there has been a fight — 
well, we 're all sinners, so make it up. If you nurse your 
anger it will be worse for you yourselves." 

But the younger folk would not listen. Not a day 
passed without a quarrel or even a fight. After a time 
the peasants began to steal from each other and kept 
getting each other fined. Finally, in the seventh year of 
the quarrel, Sonia accused Gabriel of horse-stealing, and 
Gabriel hit her such a blow that she was laid up for a 
week. Ivan got Gabriel condemned to be flogged. This 
was a terrible humiliation to Gabriel and he was over- 
heard to mutter, "Very well! He will have my back 
flogged! That will make it burn; but something of his 
may burn worse than that!" 

After this Ivan's old father spoke up again. "Ah, lad, 
malice blinds you. Others' sins are before your eyes but 
your own are behind your back. He 's acted badly? If he 
were bad but you were good, there would be no strife. 



122 A COURSE IN CITIZENSHIP 

If you get a hard word from any one, keep silent, and his 
own conscience will accuse him. Forgive him; then life 
will be easy and your heart will always be light. In the 
morning go, make it up with Gabriel and invite him here 
for to-morrow's holiday. Don't put it off; put out the 
fire before it spreads." 

Ivan began to think his father was right, but at this 
moment the women came into the house, telling of more 
quarreling. Then Ivan's heart grew cold again and he 
gave up the thought of making peace. Late that evening 
he went the rounds of his farm, to see whether anything 
was in danger. As he reached the far corner of the shed 
he saw something flare up for a moment near the 
plough; and he clearly saw a man, crouching down, 
lighting a bunch of straw he held in his hand. The 
thatch flared up at the eaves, and standing beneath them, 
Gabriel's whole figure was clearly visible. 

"Now I'll have him," thought Ivan, and, paying no 
attention to the fire now blazing furiously, he rushed at 
Gabriel. The latter fled; Ivan followed, and was about 
to seize him, when Gabriel, seizing up an oak beam, 
struck Ivan down and stunned him. 

When he came to his senses Gabriel was no longer 
there. Ivan saw that his back shed was all ablaze; 
flames and smoke and bits of burning straw mixed with 
the smoke were being driven towards his hut. "What 
is this," cried Ivan, still half dazed, "why, all I had to 
do was just to snatch it out from under the eaves and 
trample on it! Then the fire would never have got 
started." Before he could get to the fire, the hut was 
aflame. Nothing could be done; after Ivan's house, 
Gabriel's also caught fire; then, the wind rising, the 
flames spread to the other side of the street and half the 
village was burnt down. 

Ivan barely managed to save his old father; the family 
escaped in what they had on; and everything else was' 



GRADE III: NEIGHBORHOOD 123 

lost, even the grain in the granaries. Ivan kept repeat- 
ing, "One need only have pulled it out and trampled 
on it.'' 

In the morning his old father sent for him. "Who has 
burnt down the village?" began the old man. "It was 
Gabriel, father, I saw him." " Ivan, I am dying. You in 
your turn will have to face death. Now, before God, say 
whose is the sin.f^" Only then Ivan came to his senses 
and understood it all. He answered simply, "Mine, 
father." Then he fell on his knees before his father, say- 
ing, "Forgive me; I am guilty before you and before 
God." The old man cried, "Praise the Lord! Praise the 
Lord! — What must you do now.^" Ivan was weeping. 
"I don't know how we are to live now, father! " he said. 

The old man smiled faintly. "If you obey God's will, 
you '11 manage ! — Mind, Ivan ! Don't tell who started 
the fire! Hide another man's sin, and God will forgive 
two of yours! " and, closing his eyes, the old man sighed, 
stretched out, and died. 

Ivan did not say anything against Gabriel, and no one 
knew what had caused the fire. At first Gabriel felt 
afraid, but after a while he got used to it. The men left 
off quarreling and then their families left off also. While 
rebuilding their huts, both families lived in one; and 
when the village was rebuilt, Ivan and Gabriel built next 
to each other and lived as good neighbors should. Ivan 
remembered his old father's command to quench a fire 
at the first spark. If any one does him an injury he now 
tries, not to revenge himself, but rather to set matters 
right. 

And Ivan has got on his feet again, and now lives bet- 
ter even than he did before. 



124 A COURSE IN CITIZENSHIP 

JUNE: WORKING TOGETHER 

For the Teacher: 

TOGETHER ^ 

RUDYARD KIPLING 

When Crew and Captain understand each other to the 

core, 
It takes a gale and more than a gale to put their ship 

ashore; 
For the one will do what the other commands, although 

they are chilled to the bone, 
And both together can live through weather that neither 

can face alone. 

Suggestions for morning talks 

June is an excellent time to gather together in review the 
lessons of the entire year, and to suggest ways of put- 
ting them in action during the summer. The spirit 
of working together is the essence of neighborliness. 

^sop's fable of the bundle of sticks easily broken when 
separate, unbreakable when bound together, will 
make graphic the need of mutual support. Let the 
children see how even such a simple act as tying one's 
shoes means a skillful working together of the brain, 
the muscles, the agile fingers of both hands. Building 
a house, putting out a fire, running a railroad, all 
require that people shall help one another to the best 
of their ability. 

What can you do during the summer to help the neigh- 
bors .f* If you go on a vacation to the country can you 

* A School History of England, C. B. L. Fletcher and Budyard Kipling. Double- 
day. Page & Co. 



GRADE III: NEIGHBORHOOD 125 

bring back some flowers? For whom? Are there any 
little babies in the neighborhood? In what ways can 
you help take care of them? Is it a good way of work- 
ing together to steal birds' eggs? Why not? Why 
should you not pull up flowers by the roots? 
Learn: **The Brown Thrush," Lucy Larcom, from 
Childhood Songs. Houghton Mifflin Co. 
"Wayside Flowers," William AUingham, in 
Ethics for Children^ Ella Lyman Cabot. 
Houghton Mifflin Co. 
Read : " Do all That You Can," and " Two Little Girls." 
Margaret Sangster, in Little Knights and 
Ladies. Harper & Bros. 
In A School History of England, C. R. L. 
Fletcher and Rudyard Kipling, "England's on 
the Anvil" (chap, ii), first four verses of "To- 
gether" (chap, vii), "The Glory of the Gar- 
den" (end of the book). Doubleday, Page & 
Co. 
"The Wives of Brixham," Anonymous, in A 
School Reader y Grade iv, Fanny E. Coe. Ameri- 
can Book Co. 
"The Lame Man and the Blind Man," ^sop, 
in Ethics for Children^ Ella Lyman Cabot. 
Houghton Mifflin Co. 

THE QUAILS 1 

A LEGEND OF THE JATAKA 

Ages ago a flock of more than a thousand quails lived 
together in a forest in India. They would have been 
happy, but that they were in great dread of their enemy, 

* From Ethics for Children, p. 71. 



126 A COURSE IN CITIZENSHIP 

tlie quail-catcher. He used to imitate the call of the 
quail, and when they gathered together in answer to it, 
he threw a great net over them, stuffed them into his 
basket, and carried them away to be sold. 

Now one of these quails was very wise, and he said: 
"Brothers! I've thought of a good plan. In future, as 
soon as the fowler throws his net over us, let each one 
put his head through a mesh in the net and then all lift 
it up together and fly away with it. When we have 
flown far enough, we can let the net drop on a thorn 
bush and escape from under it." 

All agreed to the plan, and the next day, when the 
fowler threw his net, the birds all lifted it together in the 
very way that the wise quail had told them, threw it on 
a thorn bush and escaped. While the fowler tried to free 
his net from the thorns, it grew dark, and he had to go 
home. 

This happened many days, till at last the fowler's wife 
grew angry and asked her husband: "Why is it that you 
never catch any more quail? " 

Then the fowler said: "The trouble is that all the 
birds work together and help one another. If they would 
only quarrel, I could catch them fast enough.'* 

A few days later, one of the quails accidentally trod 
on the head of one of his brothers as they alighted on the 
feeding ground. 

"Who trod on my head?" angrily inquired the quail 
who was hurt. 

"Don't be angry, I didn't mean to tread on you," 
said the first quail. 

But the brother quail went on quarreling, and pretty 
soon he declared: "I lifted all the weight of the net; you 
did n't help at all." 

That made the first quail angry, and before long all 
were drawn into the dispute. Then the fowler saw his 
chance. He imitated the cry of the quail and cast his net 



GRADE III: NEIGHBORHOOD 127 

over those who came together. They were still boasting 
and quarreling, and they did not help each other lift the 
net. So the hunter lifted the net himself and crammed 
them into his basket. But the wise quail gathered h's 
friends together and flew far away, for he knew t' 
quarrels are the root of misfortune. 



GRADE IV 

TOWN AND CITY 

BY MABEL HILL 

INTRODUCTION 

For the Teacher : 

THE SONG OF THE BROAD-AXE 

WALT WHITMAN 

A great city is that which has the greatest men and 

women, 
If it be a few ragged huts it is still the greatest city in the 

whole world. 
• •« • • •■*• 

The place where a great city stands is not the place of 

stretch'd wharves, docks, manufactures, deposits 

of produce merely. 
Nor the place of ceaseless salutes of new-comers or the 

anchor-lifters of the departing, 
Nor the place of the tallest and costliest buildings or 

shops selling goods from the rest of the earth. 
Nor the place of the best libraries and schools, nor the 

place where money is plentiest. 
Nor the place of the most numerous population. 

Where the city stands with the brawniest breed of 

orators and bards. 
Where the city stands that is belov'd by these, and loves 

them in return and understands them, 



GRAX)E IV: TOWN AND CITY 129 

Where no monuments exist to heroes but in the common 

words and deeds. 
Where thrift is in its place, and prudence is in its place. 

Where outside authority enters always after the prece- 
dence of inside authority. 

Where the citizen is always the head and ideal, and 
President, Mayor, Governor and what not, are 
agents for pay. 

Where children are taught to be laws to themselves, and 
to depend on themselves, 

Where equanimity is illustrated in affairs. 

Where speculations on the soul are encouraged, 

Where women walk in public processions in the streets 
the same as the men. 

Where they enter the public assembly and take places 
the same as the men; 

Where the city of the faithfulest friends stands. 

There the great city stands. 

The most important public question before us to- 
day is the unsolved question of how to develop a class 
of trained citizens who shall bring into political life such 
upright devotion and such a high degree of efficient serv- 
ice that our civic life will show the results. It behooves 
the teachers of the United States to begin the founda- 
tions of such a crusade with the children. The junior 
citizens of our country are the future citizens of the 
nation. Even in the fourth grade the pupils, boys and 
girls alike, are in touch with the daily activities of 
municipal life around them. As they come to school 
they see workmen employed by the municipal gov- 
ernment busily engaged on some service for the good 
of all. What these men are doing, why they are doing 



130 A COURSE IN CITIZENSHIP 

it, what good comes from it, are questions to be con- 
sidered. 

Even more important are the questions that follow: If 
good does come from such work, cannot all citizens be 
interested and helpful? If the grown-up citizens are in- 
terested, why should not the children be interested and 
helpful too? These are questions to be fostered in the 
.class room, in order to bring about a vital and intelligent 
cooperation on the part of the pupils. 

As it is the spirit and not the letter that we are to 
develop in the lower grades, the actual study of govern- 
ment cannot be given as a branch of learning. But much 
will be gathered as basic knowledge of civic life if an 
informal succession of lessons be presented in the form 
of talks and stories, together with the study of pictures 
of civic life and poetry to stir local patriotism. 



SEPTEMBER: THE INFLUENCE OF 
THE HOME 

For the Teacher: 

THE COTTER'S SATURDAY NIGHT 

ROBERT BURNS 

At length his lonely cot appears in view. 

Beneath the shelter of an aged tree; 

Th' expectant wee-things, toddlin', stacher thro'. 

To meet their Dad, wi' fiichterin' noise an' glee. 

His wee bit ingle, blinkin' bonilie. 

His clane hearth-stane, his thriftie wifie's smile. 

The lisping infant prattling on his knee, 



GRADE IV: TOWN AND CITY 131 

Does a' his weary carking cares beguile, 

An* makes him quite forget his labor an' his toil. 

Wi' joy unfeign'd brothers and sisters meet. 
An' each for other's weel fare kindly spiers: 
The social hours, swift- wing'd, unnotic'd fleet; 
Each tells the uncos that he sees or hears; 
The parents, partial, eye their hopeful years; 
Anticipation forward points the view. 
The mother, wi' her needle an' her shears. 
Gars auld claes look amaist as weel 's the new; 
The father mixes a' wi' admonition due. 

Their master's an' their mistress's command 

The younkers a' are warned to obey; 

An' mind their labours wi' an eydent hand. 

An' ne'er, tho' out o' sight, to jauk or play: 

An' oh ! be sure to fear the Lord alway. 

An' mind your duty, duly, morn an' night ! 

Lest in temptation's path ye gang astray. 

Implore His counsel and assisting might: 

They never sought in vain that sought the Lord aright! 

Suggestions for morning talks 

If you tell the boys and girls what children are doing in 
their homes in other towns and cities to serve the 
community you will quickly catch their interest. 
Stories read like fairy tales to them when the heroes 
are children — children who have made their homes 
more beautiful, and thus bettered the community in 
which they live. 

Jane Andrews's "Seven Little Sisters," and "Ten 
Boys," will assist the teacher to bring before the 
pupils the helpfulness of children in the homes of 
other countries throughout the great epochs of his- 



132 A COURSE IN CITIZENSHIP 

tory. Louisa Alcott's short stories contain many 
examples of children who have helped in the home of 
to-day. Magazines and newspapers contain anecdotes 
describing the work of children all over the country 
who have kept Tree Day or City Housecleaning Day. 
Cut these out of the magazines. Oftentimes they 
appeal to youijg children even more than historical 
stories. 

Questions : How can a boy or girl living in a city flat help 
to make the flat more attractive? Boys can make 
window boxes and plant seeds; when the flowers blos- 
som it will give a cheery appearance to the house. 
Girls can keep the flowers in the window boxes wa- 
tered. Children will keep their lawns watered and cut, 
the flower beds weeded and watered, the streets in 
front of their houses free from rubbish, the ash barrel 
removed immediately after it has been emptied. 
How can you help your father and mother in their 
work? Why do you like to help them? Suppose you 
don't like to do the work itself, do you like to do it 
because it pleases some one else? Do you like to do 
work for the sake of getting the work done, and seeing 
things neat and ship-shape, even when the work itself 
is drudgery? 

Back of the actual service there must be the spirit of 
loyalty to the home life. Show the class that obedi- 
ence is the fundamental relationship between parents 
and children in the home and that it is essential to the 
largest happiness. The stories below illustrate obedi- 
ence, gratitude, helpfulness, cheerfulness, service. 

Two quotations from the writings of the Eastern nations 
bring out the influence of the family through untold 
centuries: — 



GRADE IV: TOWN AND CITY 133 

"You have no conception of how many anxious toils 
your parents bore and of how many painful apprehen- 
sions they endured in nourishing and educating you 
— now which of these things did not require the heart 
of a father and mother? Can this kindness ever be 
fully rewarded? " — Mencius, Tsin Sin (pt. i, chap. 
XXXI v). 

"No one is to be looked up to like a father. No one is to 
be depended upon as is a mother.*' — She King, Minor 
Odes. 

Reading for the children 

"A Mother's Boy'*; "Waiting for Father"; "A Fel- 
low's Mother"; "Little Hans"; "A Little Fairy"; 
from Little Knights and Ladies, M. E. Sangster. 
Harper & Bros. 

"The School Children's Friend," in An American Book 
of Golden Deeds, James Baldwin. American Book Co. 

" Snow-Bound," John G. Whittier. R.L.S. No. 4. 
Houghton Mifflin Co. 

Heidi, Johanna Spyri. Everyman's Library. E. P. 
Dutton & Co. 

Reading for the teacher 

The Community and the Citizen, chap, iv, Arthur W. 

Dunn. D. C. Heath & Co. 
Preparing for Citizenship. W. B. Guitteau. Houghton 

Mifflin Co. 
The Family in its Sociological Aspects, James Quale 

Dealey. Houghton Mifflin Co. 
Democracy and Social Ethics, Jane Addams. The Mac- 

millan Co. 
The Young Citizen, chaps, xix, xx, Charles F. Dole. 

D. C. Heath & Co. 



134 A COURSE IN CITIZENSHIP 

THE LITTLE PHILOSOPHERS 

JOHN AIKEN AND MRS. BARBAULD 

Mr. L. was one morning riding by himself, when dis- 
mounting to gather a plant in the hedge, his horse got 
loose and galloped away from him. At length a little boy 
in a neighboring field, seeing the affair, ran across where 
the road made a turn, and getting before the horse, took 
him by the bridle, and held him till his owner came up. 
Mr. L. looked at the boy, and admired his ruddy, cheer- 
ful countenance. *' Thank you, my good lad," said he; 
"you have caught my horse very cleverly. What shall I 
give you for your trouble?" (putting his hand into his 
pocket). "I want nothing, sir," said the boy. 

Mr. L. Don't you? So much the better for you. Few 
men can say so much. But, pray, what were you doing 
in the field? 

B. I was rooting up weeds and tending the sheep that 
are feeding on the turnips. 

Mr. L. And do you like this employment? 

B. Yes, very well, this fine weather. 

Mr. L. But had you not rather play? 

B. This is not hard work; it is almost as good as play. 

Mr. L. How long have you been out in this field? 

B. Ever since six in the morning. 

Mr. L. And are not you hungry? 

B. Yes, I shall go to my dinner soon. 

Mr. L. If you had sixpence now, what would you do 
with it? 

B. I don't know. I never had so much in my life. 

Mr. L. Have you no playthings? 

B. Playthings? What are those? 

Mr. L. Such as balls, ninepins, marbles, tops, and 
wooden horses. 

1 Abridged from The Children's Hour, edited by Eva March Tappan. Houghton 
Mifiiia t^o. 



GRADE IV: TOWN AND CITY 135 

B. No, sir; but our Tom makes footballs to kick in the 
cold weather, and we set traps for birds; and then I have 
a jumping pole and a pair of stilts to walk through the 
dirt with; and I had a hoop, but it is broken. 

Mr. L. And do you want nothing else? 

B. No. I have hardly time for those; for, I always ride 
the horses to field, and bring up the cows, and run to the 
town of errands, and that is as good as play, you know. 

Mr. L. What do you do when you are hungry before 
it is time to go home? 

B. I sometimes eat a raw turnip. 

Mr. L. But if there. are none? 

B. Then I do as well as I can; I work on, and never 
think of it. 

Mr. L. Are you not dry sometimes this hot weather? 

B. Yes, but there is water enough. 

Mr. L. Why, my little fellow, you are quite a philoso- 
pher ! 

B. Sir? 

Mr. L. I say you are a philosopher, but I am sure you 
do not know what that means. 

B. No, sir; no harm, I hope? 

Mr. L. No, no (laughing) . Well, my boy, you seem to 
want nothing at all, so I shall not give you money to 
make you want anything. But were you ever at school? 

B. No, sir; but daddy says I shall go after harvest. 

Mr. L. You will want books then. 

B. Yes; the boys all have a spelling-book and a 
Testament. 

Mr. L. Well, then, I will give you them. Tell your 
daddy so, and that it is because I thought you a very 
good, contented little boy. So now go to your sheep 
again. 

B. I will, sir. Thank you. 



136 A COURSE IN CITIZENSHIP 

OCTOBER: THE INFLUENCE OF 
THE SCHOOL 

For the Teacher: 

VITAI LAMPADA^ 

HENRY NEWBOLT 

There's a breathless hush in the Close to-night 
Ten to make and the match to win — 
A bumping pitch and a blinding light, 
An hour to play and the last man in. 
And it's not for the sake of a ribboned coat 
Or the selfish hope of a season's fame. 
But his Captain's hand on his shoulder smote: 
**Play up! play up! and play the game! " 

The sand of the desert is sodden red — 
Red with the wreck of a square that broke; — 
The Gatling 's jammed and the colonel dead 
And the regiment blind with dust and smoke. 
The river of death has brimmed his banks 
And England 's far, and Honour a name. 
But the voice of a schoolboy rallies the ranks, 
**Play up! play up! and play the game!" 

This is the word that year by year. 
While in her place the School is set. 
Every one of her sons must hear. 
And none that hears it dare forget. 
This they all with a joyful mind 
Bear through life like a torch in flame. 
And falling fling to the host behind — 
"Play up! play up! and play the game!" 

1 FrQm Admirala AU. John Lane Co. 



GRADE IV: TOWN AND CITY 137 

Suggestions for morning talks 

Show the children that they can help the city by their 
appreciation of what it does for them through the 
public schools. If the teacher tells the children at the 
outset of the term how much money is going to be 
spent for them by the city during the year and if she 
illustrates this expense by, comparing it with the cost 
of things the children already know about, it will 
mean, even in the fourth grade, something definite to 
them, especially if they have already begun to save 
their pennies at the bank. 

Questions: How many schools are there in our town? 
Where are they located? What is a primary school? 
What is a grammar school? What are high schools? 
Why do we have evening schools? Why are there so 
many more children in the elementary schools than in 
the secondary schools or high schools? When may a 
boy or girl go to work? Who decides the age? Who is 
the superintendent? Why is there a superintendent 
in your town? What other schools besides those men- 
tioned give training to boys and girls? Would you 
like to go to an outdoor school? Do you like to go to 
schools in summer on the playgrounds? If supplies 
are given free to pupils, should they be careful in using 
them? Of what supplies ought you to take the best 
possible care? How can you help make your school- 
room beautiful? College boys talk about their college 
spirit? Has your school any real school spirit? What 
is school spirit? What do you mean by "team work," 
"fair play"? Give an example of fair play in the 
schoolroom and of one in the school yard. 

Write upon the blackboard a list of suggestions given by 



138 A COURSE IN CITIZENSHIP 

the children. This list will include: Care of the build- 
ings (never mar anything, do not waste materials, do 
not waste water at the faucets); care of the school 
apparatus and playground apparatus; orderliness in 
entering school and retiring; regular attendance; 
punctuality; quiet behavior in the streets; helpful- 
ness in waiting upon the teacher; readiness in recita- 
tion; willingness to study. 

Reading for the children 

"The Little School Ma'am"; "Vacation Over"; "The 
Two Wishes"; in Little Knights and Ladies, M. E. 
Sangster. Harper & Bros. 

Reading for the teacher 

The Community and the Citizen, chap, xv, Arthur 
W. Dunn. D. C. Heath & Company. 

New Demands in Education, James P. Monroe. Double- 
day, Page & Co. 

American Citizen; The Young Citizen, chap. iii. Charles 
F.Dole. D. C. Heath & Co. 

Civic Reader far New Americans, chap, iv, Charles M. 
Lamprey. American Book Co. 

Character Building in School, Jane Brownlee. Houghton 
Mifflin Co. (A very important book for the teacher.) 

" The Deserted Village," Oliver Goldsmith. R.L.S. No. 
68. Houghton Mifflin Co. (To be read aloud). 

A SCHOOL SYSTEM STORY ^ 

MABEL HILL 

The truant officer did not visit the Horace Mann 
School once during the spring term. It happened in this 

* Abridged from Lessons for Junior Citizens. Ginn & Co. 



GRADE IV: TOWN AND CITY 139 

way. One morning in early April Miss Howe said, 
"Spring is here! I can see it and feel it and smell it, 
can't you?" 

"Yes," said a little girl, without even raising her 
hand; "and I can hear it, too." 

"So you can, Kitty," responded the teacher. "The 
birds are coming back every day." 

Just then John Wilson, a big boy in the back seat, 
whispered to another boy, "I'll play 'hookey' this 
afternoon, if you will." 

Miss Howe knew by the boy*s lips what he had whis- 
pered, but she did not call upon him at once. Presently 
she said, "/'<Z like to play truant this afternoon, myself, 
but you see I can't, any more than you boys and girls 
can. 

Up went John's hand. "Why can't you play truant. 
Miss Howe, if you want to?" he asked. 

"Because, John, it would not be fair to you, or to 
your father, or to the other children's fathers. You see, 
the citizens of this city own these school buildings and 
support the school system, in order that you children 
may come here and learn about things. You would feel 
very sorry if there were no schools, but if you and 
I played truant often, and if others should acquire 
the habit, the city might have to shut up the schools. 
Moreover, the truant breaks into his lessons, loses his 
place in the class, and becomes careless about every- 
thing." 

Miss Howe then explained how they each partly 
"owned the school" and were a part of the "system of 
education." This is what she told them. "It costs an 
average of $30 every year to send each of you to 
school. I mean that when all the expenses in all the 
schoolhouses are taken into account, it costs the city 
$450,000; last year we had a roll of 15,000 children. 
I wish you would put that example in arithmetic on 



140 A COURSE IN CITIZENSHIP 

the board, Johnny, so that we can see just how it will 
look." 

Johnny quickly put the multiplication work on the 
board. 

** We have a School Board, as you know, of nine mem- 
bers, and a superintendent of schools. There are so 
many things to think of that this big committee is di- 
vided into little committees. There are committees that 
report on music and drawing, and still others that have 
charge of the accounts, and of the rules and regulations. 
The members of our School Board receive no salary and 
when you think that some of the standing committees 
have at least fifty meetings a year, you must agree with 
me in thinking these men very generous to serve their 
city so faithfully. 

"The superintendent of schools, however, receives a 
salary, just as all the teachers receive pay, because his 
work is a daily one and he has no other profession. Per- 
haps you would like to know how some of the city money 
is expended upon the schools? When we count all the 
public school buildings, we find 53 belonging to our 
school system, and in these are employed 300 teachers." 

"Do these include the evening schools?" asked one of 
the older girls. 

"No, there are other teachers who have charge of the 
night instruction. Now, I should like to have John go to 
the board again and make a list of necessary school sup- 
plies. Kitty, what shall we put down first?" 

"Textbooks." 

"Writing-books and drawing-books," added another. 

"And drawing-materials," a third girl suggested. 

"Reference books," some one else remembered. And 
then the replies came more slowly. 

Miss Howe reminded them of the fuel, water, and gas 
bills that must be paid; of the repairs on old furniture 
and the need of new. She pointed to the window shades 



GRADE IV: TOWN AND CITY 141 

that were new that spring. "It has cost the city $2000 
to put those green shades into every school. Do you 
know why they bought green instead of yellow shades.'^ " 

Mary Andrews knew. "Because green shades make 
the light softer for the eyes," she said. So they went on, 
counting the cost of the supplies necessary to equip a 
schoolroom. They remembered the scissors and cloth 
for the sewing-classes, and the raw materials for the 
cooking-class. 

"How much will it cost to build the new Schuyler 
Avenue schoolhouse?'* Johnny asked. 

"I'm glad you asked that. How much do you think 
such a building ought to cost?" 

"Our new house cost $5000," another boy ventured. 

"That's a good deal for a house, Charlie," Miss Howe 
replied, "but a school building is so much larger, and it 
must be built for so much more wear and tear, that 
Johnny will have to think of a sum larger than $5000." 

"I guess $50,000," Johnny said, sitting down in the 
back seat with quite the air of a business man. 

" Even more than that," Miss Howe continued. " The 
city has appropriated $120,000 for the building alone. 
It is to be fireproof, and the only woodwork in the school- 
rooms will be the desks, chairs, and the trimming of doors 
and windows." 

A moment later Miss Howe continued, "When I 
think how much your fathers are doing, as citizens, to 
make your school days happy, and when I stop to think 
that this very school building is public property and 
belongs to you and to me to enjoy and be proud of, I 
can't see how any children could want to mutilate or 
harm their desks, or destroy the flowers in the window 
boxes, or injure the textbooks." 

This story made the boys and girls realize what a city 
government does for its school children, and there was no 
need for the truant officer in their school that spring. 



142 A COURSE IN CITIZENSHIP 

NOVEMBER: CARE OF PUBLIC 
PROPERTY 

For the Teacher: 

WESTMINSTER BRIDGE 

WILLIAM WORDSWORTH 

Earth has not anything to show more fair : 

Dull would he be of soul who could pass by 

A sight so touching in its majesty : 

This City now doth, like a garment, wear 

The beauty of the morning; silent, bare, 

Ships, towers, domes, theatres, and temples lie 

Open unto the fields, and to the sky; 

All bright and glittering in the smokeless air. 

Never did sun more beautifully steep 

In his first splendour, valley, rock, or hill; 

Ne'er saw I, never felt, a calm so deep! 

The river glideth at his own sweet will: 

Dear God! the very houses seem asleep; 

And all that mighty heart is lying still ! 

Suggestions for morning talks 

All public property belongs directly or indirectly to the 
citizens. It is not only school property which the chil- 
dren may be taught to care for with individual inter- 
est and pride. 

Questions : If you live in a crowded street where careless 
people are constantly throwing refuse into the gutter 
and upon the pavements, what can you do about it.?^ 
Suppose you should band the children of your neigh- 
borhood together into a Civic League, could the league 
work for street improvement? Write to the Commis- 



GRADE IV: TOWN AND CITY 143 

sioner of the New York Street Cleaning Department, 
who will tell you an interesting story of what hap- 
pened in the city of New York some years ago. 
If you form a Civic League, here are some ways to 
protect and care for public property. Boys and girls 
will not deface with a knife, pencil, or chalk the build- 
ings or walls or fences of any property, public or pri- 
vate; children can guard the street from the careless- 
ness of grown-up people; if boys see banana skins 
thrown on to the street from a foreigner's fruit store, 
they can explain to the foreigner that banana skins 
are not only slippery things and may cause some one 
to fall, but they are unsightly and unhealthful, for all 
decaying fruit breeds germs; children can prevent 
other children from throwing stones which will break 
the electric lamp globes; bonfires should be watched 
carefully, and the ashes left from bonfires should be 
properly scattered, because falling sparks may alight 
and a new fire be started. The Sewer Department is 
another public utility of the greatest importance. 
Children should be taught not to build dams in the 
gutter, or try to stop the water from flowing into the 
sewer. The hydrants, the fire-alarm boxes, are for the 
good of all. The more the children think about these 
details of city life, the more ready they will be to take 
a civic pledge when a civic club is started in their 
school or community. Tell stories of children who 
have helped save large public property. For instance, 
"The Little Hero of Harlem," and "The Red Shirt," 
in An American Book of Golden Deeds^ James Baldwin. 
For further questions and discussions, see "Life at 
the Heart of Things," p. 12, in Talks on Citizenship, 
Charles F. Dole. The Patriotic League, N.Y. 



144. A COURSE IN CITIZENSHIP 

Reading for the children 

Colonel Waring's work, in Town and City, chaps, v to 

VII, Frances G. Jewett. Gulick Hygiene Series. Ginn 

& Co. 
Lessons for Junior Citizens , pp. 83-110, Mabel Hill. 

Ginn & Co. 
** Arbor Day," Henry Abbey (what we plant when 

we plant a tree), in Days and Deeds. Baker Taylor 

Co. 
"The Garden," Mary Howitt, in The Children's Hour, 

vol. VI, edited by Eva March Tappan. Houghton 

Mifflin Co. 
An American Book of Golden Deeds, James Baldwin. 

American Book Co. 

Reading for the teacher 

The City, Frederick Howe. Charles Scribner's Sons. 
The Community and the Citizen, Arthur W. Dunn. D. C. 

Heath & Co. 
The American Citizen, Charles F. Dole. D. C. Heath & 

Co. 
Great Cities in America, Delos F. Wilcox. The Macmil- 

lan Co. 
Preparing for Citizenship, W. B. Guitteau. Houghton 

Mifflin Co. 
Representative Cities of the United States, Caroline W. 

Hotchkiss. Houghton Mifflin Co. 
"Public Parks," Sylvester Baxter, in A Civic Reader for 

New Americans, American Book Co. 



GRADE IV: TOWN AND CITY 145 
NEIGHBOR MINE* 

FRANCES GULICK JEWETT 

There are barrels in the hallways. 

Neighbor mine; 
Pray be mindful of them always, 

Neighbor mine. 
If you 're not devoid of feeling. 
Quickly to those barrels stealing. 
Throw in each banana peeling. 

Neighbor mine! 

Look! whene'er you drop a paper. 

Neighbor mine. 
In the wind it cuts a caper. 

Neighbor mine. 
Down the street it madly courses, 
And should fill you with remorses 
When you see it scares the horses. 

Neighbor mine! 

Paper-cans were made for papers. 

Neighbor mine; 
Let 's not have this fact escape us. 

Neighbor mine. 
And if you will lend a hand, 
Soon our city dear shall stand 
As the cleanest in the land. 

Neighbor mine. 

> From Town and City. Ginn & Co. 



146 A COURSE IN CITIZENSHIP 

THE THINGS THAT BELONG TO US ALL ^ 

CHARLES F. DOLE 

A great many things in our town belong to all the 
people. The schoolhouses with their desks and charts 
and blackboards, for instance, belong to the people. The 
fathers and mothers and older brothers of the children, 
and often men and women who have no children of their 
own, have paid their money to build the schoolhouses 
and to furnish them. They have sometimes made the 
schoolhouses a good deal better than their own homes. 
They have wished to make the children happy in their 
schools. 

No one can say of the schoolhouse, "It belongs to 
me," or "It is mine." The richest man in the town can- 
not say this any more than the poor man. But the poor 
man as well as the rich man may say, " This is ours : we 
own it together." The children also can say, "These 
schoolhouses and all that is in them are ours." 

The schoolhouses are not the only things that all of 
us own in common. Perhaps there are other buildings 
which belong to the people. In a large town there may 
be many such buildings; such as the police stations, the 
houses for the fire-engines, the stables for the horses that 
draw the city carts, hospitals for the sick, homes for 
orphan boys and girls, and a City Hall full of offices. 
Perhaps some can think of other buildings which belong 
to the people. The buildings and houses owned by all of 
us in common are called public. This means that no one 
can ever say, "They are mine," but all can say, "They 
are ours." Whatever is public is for every one. 

To whom do the streets belong.? To whom do the side- 
walks and the curbstones and the street-lamps belong? 

» From The Young Citizen. Copyright, 1899, by D. C. Heath & Co. Used by per- 
mission. 



GRADE IV: TOWN AND CITY 147 

The street does not belong only to the man who lives 
on it; the lamp-post does not belong only to the man 
whose door is lighted by the lamp. The teamsters, the 
errand-boys, the boys and girls who ride their bicycles to 
their playground, the people who live on the other side 
of the to^\Ti, own the street as much as the men who live 
on it. Every one who walks out in the evening has a 
share in all the street-lamps. 

Perhaps there is a Common, a Park, or a Public 
Garden in town; it may be that the land in it is worth 
a fortune; it may cost the city thousands of dollars 
every year to keep it in order. But no man is so rich 
as to say, "It is mine." Every child can say, "It is 
ours." 

There may be a rule that no one shall pick the flowers 
in the Public Garden, or trample the grass. 

But this rule is not to keep us from our rights in the 
grass and the flowers. The rule is made in order to give 
us our rights. It is intended to secure the greatest pleas- 
ure for the greatest number of people. Is it not better 
and fairer to give all of us an equal chance to see the 
flowers, than to let a few pick them and carry them 
away? The person who takes the flowers from the 
Public Garden seems to say, "The flowers are mine," 
which is not the truth. 

No one has a right to carry away without permission, 
and much less to injure, what belongs to us all. Is it not 
a very good notice which is said to be put up in the 
public parks of Australia, " This is your property: there- 
Jore do not destroy if ? 



148 A COURSE IN CITIZENSHIP 

DECEMBER: PUBLIC HEALTH AND 
PUBLIC CHARITY 

For the Teacher: 

THE TROOP OF THE GUARD ^ 

HERMANN HAGEDORN 

There's trampling of hoofs in the busy street, 

There's clanking of sabers on floor and stair, 

There's sound of restless, hurrying feet, 

Of voices that whisper, of lips that entreat, 

Will they live, will they die, will they strive, will they 

dare? 
The houses are garlanded, flags flutter gay. 
For a Troop of the Guard rides forth to-day. 

The dawn is upon us, the pale light speeds 
To the zenith with glamour and golden dart. 
On, up! Boot and saddle! Give spurs to your steeds! 
There's a city beleaguered that cries for men's deeds. 
With the pain of the world in its cavernous heart. 
Ours be the triumph ! Humanity calls! 
Life's not a dream in the clover! 
On to the walls, on to the walls. 
On to the walls, and over! 

.«...«■..•* 
The portals are open, the white road leads 
Through thicket and garden, o'er stone and sod. 
On, up! Boot and saddle ! Give spurs to your steeds! 
There 's a city beleaguered that cries for men's deeds. 
For the faith that is strength and the love that is God! 
On through the dawning! Humanity calls! 
Life's not a dream in the clover! 

> From A Troop of the Ouard, and Other Poems. Houghton Mifflin Co. 



GRADE IV: TOWN AND CITY 149 

On to the walls, on to the walls. 
On to the walls, and over! 

Suggestions for morning talks 

The importance of cleanliness. Unwashed people 
crowded into unclean rooms, breathing impure air and 
drinking impure water, are more likely to be ill, and 
to spread contagious disease, than clean people in 
clean rooms, breathing pure air and drinking pure 
water. At the outset the boys and girls in the fourth 
grade may or may not realize this truth, but if actual 
facts of the death rate in their own city are shown, if 
the nature of microbes at work upon water, air, and 
food is explained, they will accept the facts, and bet- 
ter still, carry the facts into their homes and teach 
their parents these things. Vaccination, tuberculosis, 
the menace of flies and mosquitoes, the ravages of 
epidemics, the subject of pure food inspection, a pure 
water supply, and proper sewerage, can be explained 
with the assistance of simple textbooks on the work of 
towns and cities to improve sanitation during the last 
twenty years. 

Care of body: hands; face; nails; teeth; baths, hot and 
cold; sleep in fresh air; nourishing food; plenty of 
exercise; rest. 

Care of home: house clean; refrigerators; sinks; bread 
jars; dust; fight flies; garbage. 

Care of health in public places: expectoration; inspection 
of food, milk and water; housing laws; medical inspec- 
tion at school; care of sick; care of babies; district 
nurses; hospitals; care to educate immigrants; danger 
of tuberculosis; stories of men who have spent their 
lives or sacrificed their lives to make better health 
conditions. 



150 A COURSE IN CITIZENSHIP 

Questions: How do you know when one of your play- 
mates has scarlet fever? Why do they post quaran- 
tine cards? Why are the school books not allowed to 
go into children's homes? Why are street cars fumi- 
gated every day? Why are milk stations being estab- 
lished everywhere? What is "certified milk"? Why 
does the School Department cooperate with the 
Board of Health, and add school physicians to the 
corps of teachers? In your school do you have a 

' visiting nurse? Why do damp cellars, overcrowded 
houses, and untidy workshops prove dangerous cen- 
ters? When sickness or old age, or loss of work, or 
loss of health has made a person dependent what does 
the Board of Charity do to help him? In some cities 
the members of the Board of Charity are called 
Overseers of the Poor. Does every one who is poor 
need to be sent to an institution? Did you ever visit a 
poor farm or city hospital? What do orphan asylums 
do for little children? Are there any schools in your 
neighborhood for the blind or crippled? What charity 
societies do you know about? How much do you do 
to help take care of the poor? Would a Christmas tree 
for little children who will not have Christmas trees 
at home give happiness to those less well off than you? 
Did you ever think how pleasant it would be if you 
were a poor crippled child who had to live in a tene- 
ment room away from other children, to receive let- 
ters from little children at school ? 

Reading for the children 

"Cleanliness," Charles and Mary Lamb, in The Posy 
Ring, edited by Kate Douglas Wiggin and Nora A. 
Smith. Doubleday, Page & Co. 



GRADE IV: TOWN AND CITY 151 

Town and City, and Good Health. Frances Gulick Jewett, 

Gulick Hygiene Series. Ginn & Co. 
The Child's Day, Woods Hutchinson Health Series. 

Houghton Mifflin Co. 

Reading for the teacher 

Life of Pasteur, chaps, x, xiii, Rene Vallery Radot. 

Doubleday, Page & Co. 
Good Citizenship, Richman and Wallach. American 

Book Company. 
Children of the Tenements, Jacob A. Riis. The Mac- 

millan Company. 
Handbook of Health, Woods Hutchinson. Houghton 

Mifflin Co. 

AN OVERSEER OF THE POOR STORY * 

MABEL HILL 

Every evening Miss Abbott bought the "Evening 
Sun" from a newsboy. One day she found out that it 
was not a boy at all, but a small girl of fourteen named 
Maggie Connors who wore a short skirt, a boy's over- 
coat, a boy's cap, and boy's boots. When Miss Abbott 
talked with Maggie about her home, she learned that 
Maggie's younger sister, Annie, was in her school. These 
two little girls had a baby sister and lived together in 
one room. Maggie's mother and father had both died; 
many of the household goods had to be sold to pay bills, 
and Maggie had to go to work at once. During the day 
she stayed with the baby sister, and did the little house- 
work that had to be done. After Annie came home from 
school, Maggie sold papers. In the evening, after she 
had put the children to bed, she washed dishes in a 
restaurant till twelve o'clock. 

^ Abridged from Lessons for Junior Citizens. Gino & Co. 



152 A COURSE IN CITIZENSHIP 

"We have not had so fierce an icie-storm for five years 
as this one, have we, father? " asked Miss Abbott at 
supper. 

"I hope no one is suffering," said her father. "Last 
night and to-night, when I bought my paper your little 
girl was not at the Square." 

"Oh, father, her little sister Annie was absent last 
Friday; she was ill, one of the children told me. Those 
little girls may be in trouble. What can I do?" 

Mr. Abbott was one of the Overseers of the Poor. 
"Why not telephone to John Towers, the policeman in 
that ward?" he said. John was sent to look up the chil- 
dren and then he telephoned Miss Abbott. It was a sad 
story he had to tell. Mr. Abbott and his daughter drove 
rapidly to Carr Street, where Towers was awaiting them. 

The younger sister had been ill with a feverish cold; 
the baby had croup; and the little money which Maggie 
had stored away for such misfortunes was quickly spent 
by the poor child because she was unable to do her 
regular night work. The children had nothing to eat but 
bread and milk for three days and now that her money 
was gone, though she could get stale bread for almost 
nothing, the milkman said, "I can't trust you. You look 
too young for steady work or steady pay." Maggie was 
too proud to ask help of strangers, but she knew that the 
City Government never meant to let poor people suffer 
from want, and on the afternoon of the ice storm she 
started for the City Hall, believing that the Overseers of 
the Poor would help her. 

On her way she fell on the glaring ice; on rising there 
was such pain in her ankle that she dared not keep on. 
She turned back into the alley and climbed the three 
flights of stairs. Cold, hungry, and sick as they were, 
the little girls had gone to bed in order to keep warm. 
Policeman Towers had to knock many times and very 
loud, for they were sleeping heavily after long hours of 



GRADE IV: TOWN AND CITY 153 

hunger and cold and weeping. Towers built a fire and 
got food. 

"Oh, Miss Abbott, how good of you to come and see 
us," Maggie cried when she saw the teacher, and she 
tried to limp forward. The city doctor and the district 
nurse came almost immediately and the children were 
made comfortable. As an Overseer of the Poor Mr. 
Abbott realized that these children must be cared for; 
that the brave little girl trying to support her sisters 
would need aid for some time. 

"What are you going to do about these children, 
father," his daughter asked. " It seems cruel to separate 
them, and yet they cannot stay here. The doctor says 
Maggie's ankle won't be strong for six weeks." 

"I hate to send them to the city farm," Mr. Abbott 
answered; "they certainly can't stay here, even with aid 
from our outside department." 

"But father, why not let me apply to the Associated 
Charities in this work.'^ Julia Swan told me yesterday of 
a poor woman who might help. Her husband has died 
and she wishes to earn something by taking children 
into her home. The city could pay the woman for taking 
care of these poor little girls, and the Associated Chari- 
ties could be responsible for their welfare. Then, as soon 
as Maggie is strong again, we can help her to learn a 
trade." 

Six months later Maggie was no longer selling papers 
on the street or working in a midnight restaurant. In- 
stead she was learning a trade while she, Annie, and the 
baby boarded with the woman who was being assisted 
by the Associated Charities' organization. Maggie 
keenly realized her indebtedness to the city government 
through the Overseers of the Poor and to the members of 
the Board of Charities who had also taken an interest in 
her case. She had learned by her experience of the great 
work done by these organizations. Best of all she was 



154 A COURSE IN CITIZENSHIP 

forgetting the sad and unhappy times of the past. There 
was one thing she would never forget, however — the 
kindness of Mr. Abbott and of Annie's teacher, who had 
helped to keep her little family together. 



JANUARY: FIRE AND POLICE 
DEPARTMENT 

For the Teacher: 

DUTY 

WILLIAM WORDSWORTH 

The poet's introduction to the Ode from which these stanzas are 
taken includes this sentence: "We should be rigorous to ourselves 
and forbearing, if not indulgent, to others, and, if we make compari- 
sons at all, it ought to be with those who have morally excelled us." 

Stern Daughter of the Voice of God! 

Duty! if that name thou love 
Who art a light to guide, a rod 
To check the erring, and reprove; 
Thou, who art victory and law 
When empty terrors overawe; 
From vain temptations dost set free; 

And calm'st the weary strife of frail humanity! 

To humbler functions, awful Power! 

1 call thee : I myself commend 
Unto thy guidance from this hour; 
Oh, let my weakness have an end! 
Give unto me, made lowly wise. 
The spirit of self-sacrifice; 

The confidence of reason give; 

And in the light of truth thy Bondman let me live! 



GRADE IV: TOWN AND CITY 155 

Suggestions for morning talks 

The dramatic action of the street and fire department 
appeals to children. They love to tell stories from 
their own experience of these men who are our pro- 
tectors. The following suggestions have been gath- 
ered from children of the public schools. 

Haw the children can help. Be careful when you make 
fires. Don't play with matches or lamps. Keep kero- 
sene and gasoline away from stoves. Notify inmates 
of a house in case of smoke or fire. Notify the depart- 
ment of fire and direct them to it. Don't ring in false 
alarms or get in the way of firemen at fires. Put out 
all camp-fires in the woods. Be sure your match is out 
before you throw it away. Build a camp-fire only as 
large as is absolutely necessary. Build a camp-fire 
among stones or in the sand, not against a log or a 
tree; build a small one where you can scrape away the 
needles, leaves or grass from all sides of it. Don't 
build bonfires; the wind may come up at any time 
and start up a fire that you cannot control. If you 
discover a fire in the woods get word at once to the 
nearest State Fire Warden, Forest Officer, or Fire 
Commissioner. 

Give incidents in the life of firemen : Their daily routine. 
Their dress, off duty, on duty. A look into the engine 
house, beauty of engine, intelligence of horses. 
Sounding an alarm, effects in station by day, by night. 
The procession to the fire, district chief, engine, hose 
carriage, hook and ladder. Apparatus, the ladders, 
the life net, etc. How to put out a fire. Firemen's 
great responsibility. Heroic rescues. Read: "Fight- 
ing a Fire," Charles T. Hill (Century Co.), and "The 



166 A COURSE IN CITIZENSHIP 

Fireman," in Careers of Danger and Daring^ Cleve- 
land Moffat (Century Co.). 

Practical advice. If your house is on fire, what is the 
first thing to do? Shout, "Fire," and rush to the near* 
est alarm box. Where is the fire-alarm box nearest to 
your house .f* How do you ring in the alarm? What is 
your number? What is the next step? Wait at the 
box to tell the firemen where the fire is. Then re- 
turn to the house to help save property or fight the 
fire. 

What should be saved first? The living beings in the 
house — baby, grandmother, the dog, cat, and 
canary. What next? Money, valuable papers. What 
next? Pictures, furniture, souvenirs dear from asso- 
ciations. What next? Clothing. Read: "Partners," 
James Baldwin, in An American Booh of Golden 
Deeds. (American Book Co.) 

Suppose you found yourself in a room filled with smoke, 
what is best to do? Wrap your head in a wet blanket, 
get down on the floor and creep to the door. There is a 
current of air near the ground. Suppose you are at a 
window in the third story of a burning house. A lad- 
der is being slowly raised to your window. Which is 
better, to wait for the ladder or to jump? 

The Police: What does the policeman do for us? 
Could we get along without the policeman? What 
does he carry in his hand? What does the policeman 
do with thieves? What happens to a man if he is 
guilty? What must a man buy who wants to sell 
fruit? What will happen to him if he does not buy it? 
Who listens to the charge against the prisoners? Who 
says what the punishment will be? 



GRADE IV: TOWN AND CITY 157 

Reading for the children 

"Who Will Tell Me Where Is Conrad?'* Will Carleton, 
City Ballads. Harper & Bros. 

"The Hero of the Furnace Room," Jacob A. Riis, Chil- 
dren of the Tenements. The Macmillan Co. 

"Jim Bludso/' in Poems, John Hay. Houghton Mifflin 
Co. 

" Dolly Madison," in American Hero Stories, Eva March 
Tappan. Houghton Mifflin Co. 

"The Fireman," in Careers of Danger and Daring, Cleve- 
land Moffat. Century Co. 

Reading for the teacher 

Town and City, Frances Gulick Jewett, Gulick Hygiene 

Series. Ginn & Co. 
Good Citizenship, Richman and Wallach. American 

Book Co. 
Children of the Tenements, Jacob A. Riis. 

OUR PUBLIC SAFETY 1 

MEYER BLOOMFIELD 

When you see the blue uniform of a police officer or a 
fireman, you know that our city has taken good care to 
make life and property as safe as they can possibly be 
made. It is in order to safeguard the interests of every 
man, woman, and child in the city, that we have the 
Police and Fire Departments. 

There are policemen patrolling the streets every 
hour of the day and night. They try the doors of houses 
and stores at night to see if they are locked; they keep 

* From Civic Reader for New Americans. Copyright, 1908, by Meyer Bloomfield. 
By arraogement with the American Book Company, Publishers. 



158 A COURSE IN CITIZENSHIP 

their eyes open for any wrong-doing, and they must be 
ever on the alert for any cry or sudden call for their serv- 
ices. In truth, they are peace officers. Their chief work 
is not so much to arrest law-breakers or those who dis- 
turb people, but rather to prevent trouble, so far as they 
can, and keep people from interfering with one another. 
Theirs is the difficult task of making it as easy and as 
safe as can be for many thousands of people from all 
over the world to work and live and get their pleasures in 
great numbers. 

Such work cannot be easy. The officers must be 
ready at all hours of the day and night to be called out 
for extra work. Often they must go without sleep and 
be on their feet for many hours. Sometimes the police 
officer risks his life — indeed, many an officer has lost 
his life — in trying to rescue people or defend their 
interests. They must be brave men to do police work 
well. 

On the street the policeman has very many things to 
look out for. In case of an accident or a fire he runs to 
the nearest telephone to call for an ambulance from the 
hospital, or to the nearest fire box to summon the fire- 
men and their engines. He must know what to do when 
there is sudden public excitement. He can direct stran- 
gers who ask questions as to certain streets, stores, or 
how to get to certain places. He is on the lookout for 
lost children, and directs homeless wayfarers at night to 
the city lodging-house and wood-yard. To see a big 
policeman helping a child across a street noisy with 
heavy wagons and electric cars is always a pleasing 
sight. The police officers who are placed at busy street 
crossings have no easy work to do. The officer, too, 
often has to remind parents of dangers that children 
are running into, or of bad company that they have 
fallen in with. 

Now men who have such hard and very often danger- 



GRADE IV: TOWN AND CITY 159 

ous work to do, work so vital and important to every 
person, deserve the hearty help of all right-thinking 
people. It is a law, therefore, that whenever a police 
officer is in distress while trying to do his duty, he shall 
have the right to call upon any persons he sees for aid. 
If such persons should refuse to assist they may be 
arrested. 

Like the policeman, the fireman's chief business is to 
act when danger threatens the life and belongings of any 
person. Before they are made firemen the men must go 
to a school where they learn the many things that make 
skill, courage and ability in fighting fires. If they do not 
show the strength and the power that the city asks of its 
firemen they are not put on the fire force. 

The head of the Fire Department is the Fire Commis- 
sioner. His men are divided among the engine com- 
panies, ladder companies, fire-alarm service, the repair 
shops, the water towers, which shoot up streams of 
water into the topmost stories of our high office build- 
ings, and the tow fire-boats which serve the water front 
of our city. Every part of the city is protected by some 
company of firemen. 

The fire-houses are as clean as soap and water and the 
hard work of the men can possibly make them. It is a 
pleasure to look into one of these houses and see what 
system, good order, and attention to duty can do. The 
men sleep in the fire-houses so as to be ready in a very 
few seconds to rush out w^ith their horses and engines to a 
fire. A very few seconds will make a great difference in a 
fire. 

Besides the saving of lives at fires and the fighting of 
flames, firemen visit the buildings of their neighborhood 
to see what special dangers such buildings might present 
in the event of a fire. One of the very worst dangers the 
firemen meet with is the fire-escape loaded with boxes, 
pots and bedding. Many a life has been lost because of 



160 A COURSE IN CITIZENSHIP 

a blocked fire-escape. A fire in a crowded part of the 
city is a very serious matter, and it is the duty of every- 
body to use great care in handling matches, oil stoves, 
and other things that may set fire to a house. 

Men whose work calls for so much that is good are 
very naturally looked up to as heroes by the public 
whom they serve, and this is right. But this fact, too, 
should be borne in mind, that all those who serve the 
city the best way they know how, whether it be in the 
cleaning of a street at night or in building its bridges, are 
worthy of public esteem. 



FEBRUARY: OBEDIENCE TO 
COMMUNITY LAWS 

For the Teacher: 

DUTYi 

GEORGE MACDONALD 

Open thy door straightway, and get thee hence; 
Go forth into the tumult and the shout; 
Work, love, with workers, lovers, all about; 
Of noise alone is born the inward sense 
Of silence; and from action springs alone 

The inward knowledge of true love and faith. 

Suggestions Jot morning talks 

Closely connected with our protection of property is the 
matter of obedience to laws made for the common 
good. As soon as boys and girls realize that laws are 
made to protect themselves as well as other people, 

> From A Sonnet Sequence. 



GRADE IV: TOWN AND CITY 161 

they will begin to obey. There are many laws which 
even children should know about, the trespass law, 
bird laws, speeding in automobiles, riding bicycles on 
the sidewalk, as well as school laws. 
Boys may join the Boy Scouts of America; girls may 
like to become members of the Campfire Movement. 
Or again, these children will catch the spirit of organi- 
zation by forming a civic league, or civic club. In 
New York City, the civic club pledge reads: "We who 
are soon to be citizens of New York, the largest city 
on the American continent, desire to have her possess 
a name that is above reproach. We therefore agree to 
refrain from littering her streets, and as far as possible 
prevent others from doing so, in order that our city 
may be as clean as she is great, and as pure as she is 
free.*' In the city of Lowell the Bartlett School pledge 
reads as follows: "I will not injure any tree, shrub or 
lawn. I promise not to spit upon the floor of the 
schoolhouse, nor upon the sidewalk. I pledge myseK 
not to deface any fence or building, neither will I 
scatter paper, nor throw rubbish in public places. I 
will always protect birds and other animals. I will 
protect the property of others as I would my own. I 
will promise to be a true, loyal citizen." 

Reading for the children 

Town and City, Frances Gulick Jewett, Gulick Hygiene 

Series. Ginn & Co. 
Good Citizenship, Richman and Wallach. 
The Young Citizen, Charles F. Dole. D. C. Heath & Co. 
Lessons j or Junior Citizens, Mabel Hill. Ginn & Co. 



162 A COURSE IN CITIZENSHIP 

Reading for the teacher 

Actual Governmenty Albert B. Hart. Longmans, Green 

&Co. 
Government and the Citizen, Roscoe L. Ashley. The 

Macmillan Co. 
Rights and Duties of American Citizenship, W. W. Wil- 

loughby. American Book Co. 
The Community and the Citizen, Arthur W. Dunn. D, 

C. Heath & Co. 
Training for Citizenship, J. W. Smith. Longmans, Green 

&Co. 
Government and Politics in the United States, William B. 

Guitteau. Houghton Mifflin Co. 
Preparing for Citizenship, William B. Guitteau. Hough- 
ton Mifflin Co. 

THE UNITED STATES BOY SCOUT ^ 

The Boy Scout idea has taken young America by 
storm. To-day over two hundred thousand boys 
throughout the United States have taken the oath and 
subscribed to the Scout lav/. Within a year fully a mil- 
lion boys will be enrolled. Boys* Clubs, Sunday Schools, 
Churches — in fact, any boys' club or set of boys may 
take up the movement and join the National American 
Organization at once. 

Its purpose is to inculcate in the American boy a 
spirit of loyalty and obedience to the Government, to 
his parents, and to his superiors, and by training him 
morally, mentally, and physically, to equip him to per- 
form the duties and obligations of citizenship in the most 
desirable manner. 

* From How to Become an American Boy Scout. By permission of The United 
States Boy Scout, 68 William St., New York. 



GRADE IV: TOWN AND CITY 163 

The scout is expected to stick to his parents, to his 
superiors, to his employers, and to his country through 
thick and thin. He must be prepared at any time to 
save human life and to help others. Cigarette smoking 
and drinking of intoxicants is, of course, prohibited. 

The hoy's training is varied and covers a wide range. 
Such subjects as woodcraft and campaigning, which will 
be popular with every real boy, are taken up thoroughly. 

Boys are sent to the woods and forests to learn the 
secrets of nature. Animals' foot-tracks will be followed up 
and studied. The different kinds of animals will be ob- 
served in their natural state. The Scout will learn which 
are the best wild fruits, roots and plants for food, so 
that in emergency he can sustain himseK. 

The fact of being an American Boy Scout does not 
entitle you to trespass. When leave is given you to 
scout over private property, you should be particularly 
careful to avoid damaging fences or crops, to close all 
gates after you, and not to frighten animals or game. 

Every boy will know how to saddle and harness a 
horse, to put up a tent, to lay a fire, to construct bridges 
and rafts, to swim, to ride a wheel, to ride a horse, to 
row, to understand various signal systems, to interpret 
weather indications, to save human life, to master wire- 
less telegraphy, etc. 

All these things will not be accomplished at once, but 
provision is being made to develop the boys along every 
possible line, not only for their own good, but for the 
good of the country, and to have them understand and 
know everything that the veteran campaigner has 
learned by bitter experience. 

This is the Scout Oath: 
On my honor I promise that I will do my best: 
To do my duty to God and my Country; 
To help other people at all times; 
To obey the scout law. 



164 A COURSE IN CITIZENSHIP 

And this is the Scout Law: 

A Scout's honor is to be trusted. 

A Scout is loyal. 

A Scout's duty is to be useful and to help others. 

A Scout is a friend to all, and a brother to every other 
Scout, no matter to what social class the other belongs. 

A Scout is the protector of girls and women at all 
times — and he holds this a sacred duty. 

A Scout is courteous. 

A Scout is a friend to animals. 

A Scout obeys orders. 

A Scout smiles under all circumstances. 

A Scout is thrifty. 

The Scout's motto is ** Semper Paratus '* — always 
prepared. 

MARCH: LOYALTY TO PUBLIC 
OFFICIALS 

For the Teacher: 

EACH IN ALL 

G. A. SALA 

The highest is not to despise the lowest, nor the lowest 
to envy the highest; each must live in all and by all. So 
God has ordered that men, being in need of each other, 
should need to love each other, and bear each other's 
burdens. 

Suggestions for morning talks 

Who are some of the officials that you know best? What 
officials do you hear about, but seldom or never see? 
How can you show loyalty to them? What does 



GRADE IV: TOWN AND CITY 165 

loyalty mean? Have you ever been loyal to the Police 
Department by helping policemen in any way what- 
ever? How could you be of any possible help to the 
mayor or to the aldermen, or to the selectmen? Boys 
are expected to lift their hats to the superintendent of 
schools; is this a mark of respect? What other respect 
and loyalty can you show him as he comes and goes 
into your school? In what way is the gas man a public 
oflScial? the street sweeper? the man who looks after 
the hydrant? the messenger boy from the telegraph 
office? the postman? the parcel postman? Would it be 
disloyalty if having asked the postman to stamp letters 
for you at the post office you left him waiting at the 
door in order to find money in your purse? If he 
waited, would he be loyal to his official position? Think 
of examples of disloyalty which might occur every 
day among boys and girls if the officials themselves 
allowed children to be selfish in asking favors of them. 
How can children help the growth of loyalty ? By know- 
ing who the officials are, and why they were chosen 
to serve the public, by knowing what their public 
duties are, and by helping them carry out those duties. 

THE PUBLIC GOODi 

CHARLES F. DOLE 

A true American citizen is known by his regard for the 
public good. If he does not care for the public good, he 
may be worth a million dollars and he may have a 
superb college education, but he is not fit to be called an 
American citizen. If he does care for the public good, if 
he can be depended upon every time to act and speak 
and cast his vote as will best serve and help the people 

1 From Tdka on Citizenship. The Patriotic League, N.Y. 



166 A COURSE IN CITIZENSHIP 

of these United States, he may not own a house to 
shelter him, he may be the son of an emigrant from 
Ireland or Italy or Russia, he may be barely able to read 
and write, yet if he loves our country and her liberties 
and stands for justice, he is the kind of citizen who will 
help make the land safe and strong. 

Reading for the teacher 

The Community and the Citizen, Arthur W. Dunn. D. C. 
Heath & Co. 

Town and City, Frances Gulick Jewett. Gulick Hygiene 
Series. Ginn & Co. 

The Young Citizen, Charles F. Dole. D. C. Heath & Co. 

Good Citizenship, Richman and Wallach. American 
Book Co. 

The Rights and Duties of American Citizenship, W. W. 
Willoughby. American Book Co. 

Actual Government, Albert B. Hart. Longmans, Green 
& Co. 

Government and Politics in the United States, and Pre- 
paring for Citizenship, William B. Guitteau. Hough- 
ton Mifflin Co. 

"The Better Way," Susan Coolidge, in A Few More 
Verses. Roberts Brothers. 

A BOARD OF HEALTH STORY ^ 

MABEL HILX. 

"Why, I did n't know that milk carried sickness 
unless it was sour," said Bob. 

" Oh, yes," Frank went on. " Father had great luck in 
hunting down the scarlet fever scare over in the Dowd 
Street district. The board had made a map of the city 

^ Abridged from Leasonafor Junior Citizens. Ginn & Co. 



GRADE IV: TOWN AND CITY 167 

on which there was a little red dot for every case re- 
ported. I wish you could see that map. It is so interest- 
ing. But the more dots there were, the more puzzled 
grew the members of the board. The milkmen who 
supplied most of the houses that were marked on the 
map with the red dots said their milk was all right. So 
father had the inspector visit the farms from which the 
milkmen got their supplies. Sure enough, every farm 
was in good condition and all the farm people were 
clean, healthy-looking men and boys; but one of the 
milkmen on one farm he forgot to mention. When my 
father heard of that he took the inspector of contagious 
diseases and went out to that farm. There he found 
a house where a woman and two children were just 
recovering from scarlet fever.'* 

"Well, Frank," interrupted Bob, with eyes wide 
open, "did the cows catch scarlet fever from them?" 

"No. The whole trouble came from the fact that one 
of the men, who had had a light case of the fever and did 
not know it, had helped wash the milk cans, and the 
scales from his hands probably fell into the milk. Just 
that carelessness and ignorance brought about all the 
sickness and death. Have you ever been into the city 
laboratory?" 

"No, but I wish I might go." 

"The milk department now has a separate laboratory 
for milk analysis. Then there is another room in which 
no work is done except that of testing the water and ice. 
Just think ! They are so careful, that the big laboratory 
is separated from the little ones so that there shall be 
no possibility of mistake in the work. I like to look 
through the microscopes and examine the microbe cul- 
tures. The inspectors analyze groceries and all kinds of 
food supplies, such as flour, vinegar, baking powder, and 
even sugar. I can't remember just how many pounds a 
week the meat inspectors have condemned during this 



168 A COURSE IN CITIZENSHIP 

year as unfit for food, but I think it was over fifty thou- 
sand, and that is a great deal for a city of this size. Of 
course I don't know all the departments under the care 
of the Board of Health, but there must be a great deal of 
work for the medical inspectors. Why, think of the care 
of such men just in relation to school children ! When a 
contagious disease is reported to the health department 
the case is assigned immediately to one of the inspectors. 
This inspector has to go to the house of the sick child 
and learn how many children there are in the family, 
and what school they attend; and he also has to examine 
the premises to see if any unsanitary conditions exist. 
He must disinfect the house during the sickness and 
after the patient is well, and he has to see that other 
children who have been exposed to the disease are 
excluded from school, as well as the children of the 
infected family. 

"These same inspectors, in our city, have charge of 
the vaccination certificates. Father says that a medical 
examiner and the men working under the department of 
public works, where they have to investigate plumbing 
in private houses and other sanitary conditions, hold 
very responsible positions." 

" Oh, dear, what a lot of knowledge a man must have 
to hold such a position ! '* 

"Yes, Bob, a man must know a great deal if he is 
going to amount to anything in this world. You like to 
study and will get into the high school, but I tell you it 
is just a * grind ' for me to keep at my books. If I did n*t 
want to be a man worth while to the government, I 
would never go to school another day." 

Bob laughed as they rose to leave the school porch. 
" I guess we shall both have to work like Trojans if we 
are going to be men like our fathers." 

"Yes, I rather think we shall have to work!" 



GRADE IV: TOWN AND CITY 169 

APRIL: GOOD WILL AMONG ALL 
CLASSES OF CITIZENS 

For the Teacher : 

THE CALL^ 

PRISCILLA LEONARD 

Help lighten the load ! 
Humanity stumbles ahead on its road, 
Urged on o'er the deserts, beset by the goad; 
Men bend under burdens of hunger and care, 
And women must suffer and toil and despair; 
Yea, even the children, astray in the strife, 
Are bowed by the weight till they weary of life. 
Hark! unto each soul that is hero, not slave. 
How clear sounds the call to arise and be brave. 

Help lighten the load! 

Help lighten the load ! 
With all of the strength that the heart can command. 
With all of the power of brain and of hand. 
With wills set to sacrifice, struggle, and dare. 
With love that seeks ever each burden to share. 
With unflagging endeavor .that stops not to ask 
The length of the journey, the cost of the task. 
Come, sons of the kingdom! Come, children of God! 
And along the dark path by the world's anguish trod 

Help lighten the load ! 

Suggestions for morning talks 

To give the class some idea of the right relation toward 
newcomers to our country, talk over with them the 

1 From The Outlook, November 23, 1912. By arrangement with The Outlook Co. 



170 A COURSE IN CITIZENSHIP 

subject of good will among all citizens. If the chil- 
dren have had the good fortune to be born in the 
United States it is especially their responsibility to 
make the newcomers, the old people and the children, 
feel at home. 

For interesting stories about the different nationalities 
see the bibliography in Grade V, for October. See also 
English far Coming Americans, Peter Roberts. 
Y.M.C.A. Press, N.Y. 

The Peace Association of Friends in America, Rich- 
mond, Indiana, publishes a set of stories illustrating 
Good Will in their monthly pamphlet. The Messenger 
of Peace. 

Learn : 

The presence of the Lord with man is first given 
when he loves his neighbor. — Swedenborg. 

For a' that, and a' that. 
It's coming yet, for a' that. 
That man to man, the warld o'er, 
Shall brothers be, for a' that. 

Burns. 

Read: "The Vision of Sir Launfal," Lowell. R.L.S. 
No. 30. Houghton Mifflin Co. 

Examples of good will among all classes; tell the class of: 

High and low — Governor Roger Wolcott of Massa- 
chusetts and the newsboys. — ^Lincoln and the wounded 
soldiers; see Life o/^6ra/iamXmcoZn, Ida M. Tarbell. 
McClure, Phillips & Co. 

Rich and poor — Carnegie libraries. — Rockefeller en- 
dowment for Medical Research. — Floating hospitals. 

Wise and ignorant — Gifts for free lectures, e.g., the 
Lowell Lectures of Boston. — Women's Municipal 
League of Boston; ask for their report on clean and 



GRADE IV: TOWN AND CITY 171 

dirty markets. — Helen Keller and Miss Sullivan; 
see Story of My Life, Helen Keller. Doubleday, 
Page & Co. . 

Black and white — Story of "Natty"; see Life of Dr. 
Henry I. Bowditch, by Vincent Y. Bowditch. Houghton 
Mifflin Co. — Faithful slaves in Hayti. — Ayahs in 
India in Sepoy Rebellion. 

Native and foreign — Mary Antin and Dr. Hale, Mary 
Antin and her teachers, Mary Antin and her repre- 
sentative at the State House; see The Promised 
Landy Mary Antin. Houghton Mifflin Co. 



LITTLE ATHENS'S MESSAGE ^ 

ANNA DOAN STEPHENS 

Little Athens lived in a small American city. I am 
sure you have wondered if Little Athens really, truly, 
was a child born in the Greek city of that name far over 
the earth. You will have to guess at the strange story 
of how he and his father, alone now, came to make their 
home in this pleasant place. However, you know a 
town of not many thousand people is large enough to 
support one business of blocking hats. Since they lived 
in the neat coachman's house in the rear of Miss Grace's 
premises, the father considered themselves *' comfortably 
fixed" with this fairly definite bread-and-butter ar- 
rangement of life. 

Miss Grace had helped Little Athens in speaking 
English. She found him so well prepared in arithmetic, 
geography and history that he was equal to those of the 
upper grammar grades. In history he was happiest, for 
to him this subject was a fascinating story of the people 

* Abridged. Copyright, 1913, by The Peace Association of Friends in America. 



172 A COURSE IN CITIZENSHIP 

who lived in neighborhoods, one to another, all around 
the earth. When his turn came to recite in Greek 
mythology or history his English flowed easily, as he 
told of this great hero or that, of the time when their 
conquests were mighty in the earth. 

Here was a chance to help Little Athens overcome 
timidity about his broken English ! The teacher assigned 
as his work for the next lesson to tell the class some- 
thing of Greece. "Of the Old Greece, Miss Ward?" 
*0f the Greece you care most for. Tell us the best 
thing you know of your country." Little Athens fairly 
beamed ! 

After school each day he was busy caring for the lawn 
and running errands for Miss Grace and her mother. 
Then, for one happy hour before bedtime, with their 
little prints and few books, the father and son took won- 
derful trips through poetry, pictures, and stories, back 
to old Athens. To-night the father began in the pure 
Greek they always used together, *' Son, I have wished 
as you grew older to tell you a message from your coun- 
try. I have waited until you can appreciate it." They 
talked together long. After he had gone to bed Little 
Athens repeated to himself the message which had come 
to him from his country. 

The next day Miss Ward called for his assignment in 
history. The boy arose before his class. "Boys and 
girls, I thought yesterday of how happy I would be 
to-day, for I could tell you of some great warrior or 
grand conquest in the old land of my birth. Whenever I 
do, I think I help us forget I am a Greek immigrant and 
that you are all trying to help me. I think you may ad- 
mire in the greatness of my country of the past some of 
the power of war which you like so much in your Ameri- 
can heroes. I think I can help us forget I am * Little 
Athens ' and came over steerage, and help us to think I 
am just another boy whose country was once grand and 



GRADE IV: TOWN AND CITY 173 

powerful too. But Miss Ward asked for the best I knew 
from Greece, so I give you this message of which I am 
growing more proud every hour. 

"In Athens long ago boys were taught when they 
became my age, a pledge. They said it each day, be- 
lieved in and tried to live by the vow. Fathers taught 
their sons, who, growing up, gave it in turn to their 
own boys. Each helped make the pledge true until 
Athens became 'Athens, the Beautiful.' 

*** Pledge of the Athenian Youths 

" * We will never bring disgrace to this our city, by any 
act of dishonesty or cowardice, nor ever desert our com- 
rades; we will fight for the ideals and sacred things of the 
city, both alone and with many; we will revere and obey 
the city laws, and do our best to incite a like respect and 
reverence in others; we will strive unceasingly to quicken 
the public's sense of civic duty; that thus in all these 
ways, we may transmit this city, greater, better, and 
more beautiful than it was transmitted to us.' 

"I am away from Greece. My country of father's 
books and stories does not live to-day. But I wish to do 
the best my land has taught her sons. You are my 
friends, this my state and here is my own city. So every 
day like a Greek youth true to his own Athens, I will 
say this pledge for Junction City." With head high he 
began — **I will never bring disgrace to this our city 
by any act of dishonesty or cowardice," — slowly and 
clearly he continued, closing — "And I, Little Athens, 
may help *to transmit this city, greater, better, more 
beautiful than it was transmitted to us.' Miss Ward, 
this is the best I have learned from Greece." 

The children sat silent a minute. Miss Ward was not 
thinking of their charge's English. One of the boys 
began — "Oh, Miss Ward, may he teach it to us?" A 



174 A COURSE IN CITIZENSHIP 

girl continued, "And it's for girls too, is n*t it?" With 
Little Athens's dictation it was written on the board. 
Now, the pupils of this school had an organization with 
duly elected officers. They were installed that week, and 
the president's address, much to the surprise of the 
Greek lad, told of the Athenian pledge. A motion was 
carried that it be taken for their motto. 

After school two of the biggest boys caught Little 
Athens, put him on the shoulders of a crowd, and they 
carried him down the street. "Nine Rahs for Little 
Athens" rent the air. 

Surely the little Greek heathen was at home in their — 
yes, in his city. 



CAMP SCHOOL SONG^ 

C. R. TROWBRIDGE 

Tune: " Columbia, the Gem of the Ocean." 

To the goal of our long aspiration. 

To America's shores we have come. 
To make with a high consecration 

For ourselves and our children a home. 
The light of fair hope shines upon her. 

Bright her promise for me and for you; 
There's a welcome for all who will honor 

Her flag with its red, white and blue. 

Three cheers for the red, white and blue. 
Three cheers for the red, white and blue, 
The symbol of freedom and justice. 
Three cheers for the red, white and blue. 

To America would we all proffer 

The best that each comer can bring. 

« Printed for The Society for Italian Immigrants, 129 Broad St., New York City. 



GRADE IV: TOWN AND CITY 175 

At her altar we joyfully offer 

The homage we '11 pay to no king. 
Here Washington founded a nation. 

Here Lincoln set free the enslaved; 
Their names shall be our inspiration 

To be worthy the freedom we ' ve craved. 

Count no one of us alien and stranger; 

To her aid we would rise one and all, 
With bold hearts we would face ev'ry danger. 

We would lay down our lives at her call. 
Thus we pledge her our hearts' deep devotion; 

We will try to her past to be true. 
So that ever from ocean to ocean. 

May float the fair red, white and blue. 



MAY: GOOD WILL AMONG ALL 
COMMUNITIES 

For the Teacher: 

BROTHERS 

STUART McLEAN 

" What have I said to make you sad. 
Big Brother, 
What do you care for a kid that's bad,' 
Big Brother.?" 

"The city is full of temptation still. 
Of the things that hurt, and the things that kill; 
If I don't care for my boy, who will, 
Little Brother?" 



176 A COURSE IN CITIZENSHIP 

"Will you take me back, as you said you would. 
Big Brother? 
Will you stick to me till I do make good. 
Big Brother?" 

"There's never a thing you could say or do 
To shake the faith I have in you; 
We started as pals — we 're pals straight through. 
Little Brother.'* 

"What do you hope I'm going to do. 
Big Brother? 
What do you see in a kid like me. 
Big Brother?" 

"I see the child that the feet, rough-shod 
Of the streets have trampled and torn and trod; 
I see the very image of God, 
Little Brother." 

"Why are n't there more good friends like you. 
Big Brother, 
To show us boys what we ought to do. 
Big Brother?" 

"It's the old, old question, lad, to make 
The eyes grow wet and the heart to ache. 
But we '11 have the men — when the men awake. 
Little Brother." 

Suggestions for morning talks 

How children can help. Calling upon new boys and 
girls who have moved into the neighborhood; kindness 
to new playmates on the street or on the playgrounds; 
sharing one's playthings with a new neighbor; respect 



GRADE IV: TOWN AND CITY 177 

shown to foreign born children, — never say, "He*s 
Irish,'' or "He's Greek." 

The new neighbors in the community must be lonely; 
they do not know the neighborhood ways, they are 
amongst strangers; they do not know the best shops 
from which to buy their food; they need help in 
regard to these things: the best market, the best 
grocery store, the best laundry. They need kind words 
^to encourage them; they may need a little real help, 
they may need the aid of an interpreter; often smiles 
will help. 

Tell about the San Francisco Fire and how gifts were 
sent from neighboring cities and States; the strike in 
Lawrence, Massachusetts, and how children were 
cared for in other homes through the State. 

Reading for the children 

" Mabel on Midsummer Day," Mary Howitt. The Chil- 
dren's Booh of Poetry. Edited by Henry T. Coates. 
John C. Winston Co., Philadelphia. 

Pippa Passes, Robert Browning. R.L.S. No. 115. 
Houghton Mifflin Co. 

"One, Two, Three," Henry C. Bunner. R.L.S. No. 
CC. Houghton Mifflin Co. 

Extracts from Hedged In, Elizabeth Stuart Phelps. 
Houghton Mifflin Co. 

Story of the Good Samaritan, Luke x, 29-37. 

"The Legend Beautiful," Longfellow. R.L.S. No. 34. 

"King Robert of Sicily," Longfellow, R.L.S. No. 33. 

"Mary, Mary, Quite Contrary," Susan Coolidge, in 
Nine Little Goslings, Little, Brown & Co. 



178 A COURSE IN CITIZENSHIP 

Reading for the teachers 

The Immigrant Tide: Its Ebb and Flow, and On the Trail 
of the Immigrant, Edward AKred Steiner. Fleming H. 
Revell Co. 

"Training a Junior Citizen's League," Mabel Hill, in 
The Popular Educator. 

Reports of the National Municipal League, 121 South 
Broad St., Philadelphia. 

Democracy and Social Ethics, The Spirit of Youth and the 
City Streets, Twenty Years at Hull House, Jane Ad- 
dams. The Macmillan Co. 

Social Service and the Art of Healing, Richard C. Cabot. 
Moffat Yard Co. 

Character Building in School, Jane Brownlee. Hough- 
ton Mifflin Co. 

Reports of the Immigration Bureau, Washington, D.C. 

THE ANCIENT MARINER 

SAMUEL TAYLOR COLERIDGE 

He prayeth well, who loveth well 
Both man and bird and beast. 
He prayeth best who loveth best 
All things both great and small. 
For the dear God who loveth us — 
He made and loveth all. 

THE GREAT JOHNSTOWN FLOOD 

ELLA LYMAN CABOT 

Johnstown in Pennsylvania has a beautiful, pictur- 
esque situation on the banks of the Conemaugh River. 



GRADE IV: TOWN AND CITY 179 

But the river is a danger as well as a source of pleasure. 
One day the great dam, seventy feet high, that held back 
the water, gave way and a flood like a moving mountain 
of water thirty feet in height plunged over the city, 
drowning several thousand people and destroying their 
homes. 

Instantly Clara Barton and the Red Cross workers 
rushed to the rescue. The people of the city were so 
overwhelmed by their losses that at first they seemed 
dazed and helpless. Their spirits and courage rose with 
the coming of true friends in need, and for five months a 
single spirit of helpfulness governed all the community. 

The Red Cross workers had to live in tents with little 
protection from the rain and mud. When they went out, 
they had to climb over wrecks of wooden houses, tan- 
gled piles of wire, or broken engines. But neither the 
exhausted people in the city nor the Red Cross helpers, 
who sometimes worked all night as well as all day, com- 
plained. Every one was banded together in a spirit of 
good will. Have you ever thought how great an under- 
taking it would be to feed twenty-five thousand people 
all at once? Even a family of nine requires a good deal 
of attention, does n't it? Clara Barton and her workers 
had to feed, clothe, and find shelter for all the people of 
the city. She asked for carloads of supplies, and they 
were sent from all over the United States. Business men 
dropped their business and came to help; ladies left 
comfortable homes to spend their days knocking open 
rough boxes, sorting and distributing clothes. They 
were ready to eat poor food and sleep on hard boxes in a 
tent where the rain dripped through. They were happy 
and at peace because they were helpful. Manufacturers 
in New Bedford, Massachusetts, sent mattresses and 
bedding. A little town in Wisconsin sent furniture. 
Titusville, Pennsylvania, was a small town, but it gave 
ten thousand dollars' worth of bedsteads, tables, and 



180 A COURSE IN CITIZENSHIP 

chairs; a New York newspaper sent bedding, pillows, 
and cooking utensils; the Episcopal church in Johnstown 
gave the use of a lot of land for houses. 

When Miss Barton went away the Johnstown 
Tribune wrote : — 

"Men are brothers. Yes, and sisters, too, if Miss 
Barton pleases. The first to come, the last to go, she has 
indeed been an elder sister to us, nursing, soothing, 
tending, caring for the stricken ones through a season of 
disasters such as no other people ever knew. The idea 
crystallized, put into practice, *Do unto others as you 
would have others do unto you.' " 

JUNE: HOW WE CAN HELP OUR 
COMMUNITIES 

For the Teacher: 

A VISTA 

JOHN ADDINGTON SYMONDS 

These things shall be! — A loftier race 
Than e'er the world hath known, shall rise 

With flame of freedom in their souls 
And light of science in their eyes. 

They shall be gentle, brave, and strong. 
To spill no drop of blood, but dare 

All that may plant man's lordship firm 
On earth and fire and sea and air. 

Nation with nation, land with land. 
Inarmed shall live as comrades free: 

In every heart and brain shall throb 
The pulse of one fraternity. 



GRADE IV: TOWN AND CITY 181 

New arts shall bloom of loftier mould. 
And mightier music thrill the skies; 

And every life shall be a song. 
When all the earth is paradise. 

There shall be no more sin, nor shame. 
Though pain and passion may not die; 

For man shall be at one with God 
In bonds of firm necessity. 

Suggestions for morning talks 

With June our work naturally sums up all the sugges- 
tions made throughout the year of how the children 
can help. A review of the topics which we have dis- 
cussed during the year may be placed upon the black- 
board, and it will surprise the class to know how many 
points of interest they have touched, and what activi- 
ties have been discussed. The children have through 
the year attempted to help each mmiicipal depart- 
ment — school, park and playground, street, health, 
water, lighting, police and fire, charity. The discus- 
sion of these state activities has also included the 
children's own service, through loyalty to officials, 
and through good will toward all kinds of people who 
have moved into their community. When these 
topics have all been reviewed, this is the month for 
planting trees, for visits to parks, for walks into the 
crowded districts, and for plans which the children 
themselves may offer upon better civic conditions. If 
these boys and girls are led by the teacher throughout 
the year to respect officials, to cooperate in making the 
city healthier and more beautiful, even in their very 
childish ways, by June the teacher will be able to 



182 A COURSE IN CITIZENSHIP 

explain to them that the city's welfare does not mean 
simply following one of these improvements, but all of 
them. These suggestions may also be put upon the 
blackboard : Clean streets, fresh air recreation places, 
tree planting, fountain and statue erecting, flower 
gardens and window boxes, playgrounds connected 
with the schoolhouse, and best of all, individual obedi- 
ence of law and loyalty to the officials who carry out 
the law. 

Friendship is not only a beautiful thing for a man, but 
the realization of it is also the ideal for the State : for if 
citizens be friends, the justice which is the great concern 
of all organized societies is more than secured. 

R. L. Nettleship. 

"Like rills from the mountain together that run. 
And make the broad river below; 
So each little life, and the work of each one 
To one common current shall flow: 
And down on its bosom, like ships on the tide. 
The hopes of mankind shall move on; 
Nor in vain have we lived, nor in vain have we died 
If we live in the work we have done." 

F. L. HOSMER.* 



OBEYING THE LAW ^ 

SARA R. O'bRIEN ' 

Government may be said to be the voice of all the 
people speaking to each one of us. Laws tell us what is 
right and what is wrong. Government tells us what is 

* By permission of the author. 

2 From English for Foreigners, Book II, Houghton Mifflin Co, 



GRADE IV: TOWN AND CITY 183 

best for each and all, and then simply asks us to respect 
and obey the law. That is not asking much of us in 
return for all it gives. 

In this country respect for the law is as necessary as 
obedience to the law. A man shows his respect for the 
law by respecting the officers of the law. He shows his 
respect in another way, and that is by obeying the laws 
of the different city departments which carry out the 
work of government. For these rules or regulations, as 
well as all other laws, are meant for the protection and 
welfare of the whole community. Whenever a man 
• breaks one of these laws, therefore, either through 
ignorance or with evil intent, he hurts not only himself 
but all others. 

There is an old fable which tells the story of two fool- 
ish goats. They met on a very narrow foot-bridge which 
crossed a deep stream of water. Neither goat would let 
the other pass. There is a law which demands in such 
cases that each should turn to the right. Perhaps the 
goats did not know about this law; or perhaps they 
refused to obey it. However, they locked horns and 
fought for the right of way. As they might have ex- 
pected, both fell into the water and were drowned. 

This fable teaches that justice and right are never 
obtained by force or quarreling, or by breaking law. It 
is true that under a free government like ours, mistakes 
in government may sometimes happen. That fact, how- 
ever, does not give a man the right to take the law into 
his own hands. The people need no other means for cor- 
recting such mistakes than those of free speech and free 
vote. 

All reforms must come through law and by peaceful 
methods. The people who try to change the government 
by force or by such rough means as raising riots, mobs, 
or by using weapons, are sure to fail and to receive severe 
punishment. 



184 A COURSE IN CITIZENSHIP 

In the United States, law means liberty because tiie 
law is the free will of the people. Then that man alone 
is truly free who is able to rule himself and to submit his 
own will to the higher authority, the authority of the 
law. 



GRADE V 

THE NATION 

By ELLA LYMAN CABOT 
INTRODUCTION 

The central purpose of this year's work is to help 
children to know, to love, and to serve their country, 
and through knowing, loving, and serving it, to sympa- 
thize with what love of country means at all times and 
in every land. Patriotism is narrow if it comes to mean: 
My country against yours. The patriot is true to his 
cause when, through devoted love for his own country, 
he learns to understand and honor the love of other races 
for theirs. Therefore, I have tried to bring out the love 
of country expressed by many nationalities. 

Our country is made up of many States, each with its 
own contribution of good gifts to the whole; each with 
its problems; each with its needs. The teacher has an 
exhilarating chance to bring before her class the life of 
each State and its place in the whole. 

Through geography the children are learning the 
character and the products, the principal cities, rivers, 
and mountains of our land. What do these facts stand 
for in their contribution to citizenship? What can Cali- 
fornia bring to New York and Texas to Maine? What 
means the freedom between our States and the laws 
governing the relation of each to all? 

Within our great nation are many newcomers from the 



186 A COURSE IN CITIZENSHIP 

Old World. All of us are Americans. Yet, from its vary- 
ing past, each race has something of its own to offer as a 
special gift to the fatherland. This idea can be brought 
out in enriching detail. 

Throughout the year lessons in citizenship must go 
hand in hand with the concrete practice of citizenship. 
There should be no emotion without action. When our 
feelings are stirred by the heroic virtues of early settlers, 
we would fain do something hard and helpful. In every 
lesson, something we can do to serve in our special way 
should be brought out. The last month, as in part a 
review of the year, is given entirely to the topic : How we 
can serve our country. 

Among the best available books for this year's work 
are: — 
An American Book of Golden Deedsy James Baldwin. 

American Book Co. 
Poems Every Child Should KnoWy Mary E. Burt. Double- 
day, Page & Co. 
Ethics for Childreny Ella Lyman Cabot. Houghton 

Mifflin Co. 
Heroes of Everyday Lifcy Fanny E. Coe. Ginn & Co. 
The Friendship of NationSy Lucile Gulliver. Ginn & Co. 
The School Speaker and Reader y William De Witt Hyde. 

Ginn & Co. 
A Message to Garciay Elbert Hubbard. Roycroft Press. 
The Man Without a Country y Edward E. Hale. Little, 

Brown & Co. 
Lessons for Junior CitizenSy Mabel Hill. Ginn & Co. 
Good Citizenship, Richman and Wallach. American 

Book Co. 
Our Country in Poem and Prose, Persons. American 

Book Co. 



GRADE V: THE NATION 187 

The Young Citizen, Charles F. Dole. D. C. Heath & Co. 
Day and Deeds, Burton E. and Elizabeth Stevenson, 

The Baker & Taylor Co. 
English for Foreigners, Book II, Sara R. O'Brien. 

Houghton Mifflin Co. 

SEPTEMBER: PIONEERS 

For the Teacher: 

HYMNi 

JOHN HAYNES HOLMES 
Tune: " Jerusalem the Golden '* 

America triumphant! 

Brave land of pioneers ! 
On mountain peak and prairie 

Their winding trail appears. 
The wilderness is planted; 

The deserts bloom and sing; 
On coast and plain the cities 

Their smoky banners fling. 

America triumphant ! 

Dear homeland of the free! 
Thy sons have fought and fallen. 

To win release for thee. 
They broke the chains of empire; 

They smote the wrongs of state; 
And lies of law and custom 

They blasted with their hate. 

America triumphant! 

Grasp firm thy sword and shield 1 

1 By permission of the author. , 



188 A COURSE IN CITIZENSHIP 

Not yet have all thy foemen 
Been driven from the field. 

They lurk by forge and market. 
They hide in mine and mill; 

And bold with greed of conquest. 
They flout thy blessed will, 

America, America! 

Triumphant thou shalt be! 
Thy hills and vales shall echo 

The shouts of liberty. 
Thy bards shall sing thy glory,' 

Thy prophets tell thy praise. 
And all thy sons and daughters 

Acclaim thy golden days. 



For the Class: 

PIONEERS! O PIONEERS!* 

WALT WHITMAN 

Have the elder races halted? 
Do they droop and end their lesson, wearied 
over there beyond the seas? 
We take up the task eternal, and the burden 
and the lesson, 
Pioneers! O Pioneers! 

We detachments steady throwing, 
Down the edges, through the passes, up the 
mountains steep, 
Conquering, holding, daring, venturing, as 
we go the unknown ways. 
Pioneers! O Pioneers! 

1 From Leaves of Grcui. 



GRADE V: THE NATION 189 

Suggestions for morning talks 

The plan for this month is, first, to help the children 
realize how much the makers of America have en- 
dured for their country, and second, through the 
contagion of their example, to rouse in the pupils 
themselves the will to be moral pioneers. 

We think of pioneers as living in the past, but soon what 
we call the present will be the past, and a new genera- 
tion will look back to see who among us were pioneers. 
America is not yet made. Every one of us is needed to 
mould it. The nation needs our help perhaps more 
than ever before. 

What is a pioneer? It meant originally one who used a 
pickaxe, one who dug away obstructions and repaired 
broken places in the road. And now as Webster's 
Dictionary defines it, a pioneer is one who goes before 
to remove obstructions or prepare the way for an- 
other. Can there be a more glorious task? Give 
examples of the pioneer spirit : — 

Pioneers in history. Illustrate pioneers in American his- 
tory with accounts of Christopher Columbus, Daniel 
Boone, Whitman, George Rogers Clark, Gouverneur 
Morris, Samuel Houston, John Quincy Adams, David 
Crockett, William Penn, and his Holy Experiment, 
John Eliot and the Indians, John Winthrop and the 
first winter passed amid dangers and privation in 
Massachusetts. For these stories consult: 

An American Book of Golden Deedsy James Baldwin. 
American Book Co. 

Hero Tales from American History ^ Henry Cabot Lodge 
and Theodore Roosevelt. Century Co. 

The Old South Leaflets. Directors of Old South Work, 
Old South Meeting House, Boston. 



190 A COURSE IN CITIZENSHIP 

American Hero Stories, Eva March Tappan. Houghton 
Mifflin Co. 

Let each member of the class bring a short story about 
the hardships borne and courage shown by one of the 
pioneers. See that these examples are taken from 
different parts of the country. 

Pioneers in new ideas: Tell of Clara Barton's pioneer 
work in getting Congress to join the Red Cross Asso- 
ciation. See "The Red Cross," in Baldwin's An 
American Book of Golden Deeds. Tell of pioneers in 
the cure of yellow fever. Read Walter Reed and Yellow 
Fever, by Howard A. Kelly (McClure, Phillips & Co.); 
pioneers in invention, Morse and Edison. 

Pioneers in right living: Lincoln's inflexible honesty 
which makes honesty easier for us all. 

Pioneers in courage and courtesy : Captain Robert Scott, 
in Scotfs Last Expedition, edited by Leonard Huxley. 
Dodd, Mead Co. 

Pioneers in loyalty to the State : Tell the story of the 
death of Socrates. 

Pioneers in simplicity during times of careless spending: 
St. Francis of Assisi. 

Read: Columbus, by Joaquin Miller. R.L.S. No. CC. 
Houghton Mifflin Co. 
"Columbus," by Arthur Hugh Clough. Poems. 
The Macmillan Co. 

THE PATHFINDERS, LEWIS AND CLARK ^ 

EVA MARCH TAPPAN 

Some twenty years after the Revolution France sold 
to the United States the country between the Mississippi 

1 Abridged from The Children's Hour, vol. viii, "Adventures and Achievements." 
Houghton Mifflin Co. 



GRADE V: THE NATION 191 

and the Rocky Mountains. The Government asked 
Meriwether Lewis and William Clark, brother of George 
Rogers Clark, to explore it. They were to follow up 
the Missouri, then the Columbia River, and so get to 
the Pacific Ocean; but no one knew where the sources of 
the two rivers might be. There were forty men or more 
in the party as well as the wife of the interpreter and her 
baby, the youngest of American explorers. They were 
to draw maps, note the soils, vegetation, animals, and 
minerals, and, most important of all, make friends 
with the Indians, learn what lands each tribe claimed, 
and open the way for trading with them. 

Then they set out on a journey which proved to be 
two years and four months long. And such wonders as 
they saw ! There were waterfalls so high that the water 
fell part way, then broke into mist, but gathered to- 
gether again and made a second fall which seemed to 
come from a cloud. There were long marches over plains 
where the thorns of the prickly pear pierced their shoes 
as if they were only paper. 

Sometimes they were driven half wild with clouds of 
mosquitoes. "The Musquetoes were so numerous that I 
could not keep them off my gun long enough to take 
sight and by that means missed," wrote Captain Clark 
in his journal. Captain Lewis once was separated from 
his men for a few hours, and in that time he met a grizzly 
bear, a wolverine, and three buffalo bulls, all of which 
showed fight. Again, he lay down under a tree, and 
when he woke he found that he had had a big rattlesnake 
for next-door neighbor. One night the company camped 
on a sand bar in the river; but they were hardly sound 
asleep before the guards cried, " Get up ! Get up ! Sand- 
bar 's a-sinking!" They jumped into the boats and 
pulled for the farther shore. Before they reached it the 
sand-bar was out of sight. Another night a buffalo 
dashed into their camp, and to cap the climax, the baby 



192 A COURSE IN CITIZENSHIP 

explorer had the mumps and was cutting teeth and cried 
all night. 

Getting food was not always easy. At one place they 
exchanged their meat and meal for watermelons; but fr^ 
quently they had nothing but a little flour or meal; for a 
long while they lived on horseflesh and dogflesh, and 
eatable roots bought of the Indians. 

They tried to make friends with the Indians by giving 
them mirrors, gilt-braided coats, knives, etc., and they 
told them about the Great Father in Washington who 
wished them to be his children. Talking was often diffi- 
cult, so whenever it was possible they used the language 
of signs. When a man wished to say, " I have been gone 
three nights," he had only to rest his head on his hand to 
suggest sleep and to hold up three fingers. To hold a 
blanket by two corners and shake it over the head and 
unfold it meant, "I am your friend, come and sit on my 
blanket." If the Indian accepted the invitation he would 
wish to embrace the white man, and rub his own cheek, 
thick with paint, on that of his friend. 

So it was that the brave explorers made their way to 
the source of the Missouri. Three quarters of a mile 
farther they came to one of the branches of the Colum- 
bia. Onward they went, and at last they stood on the 
shore of the Pacific. It was the rainy season; their 
clothes and bedding were always wet and they had no- 
thing to eat but dried fish. Captain Clark wrote in his 
journal that the ocean was "tempestuous and horrible." 

There were the same dangers to go through again on 
the long journey back, but finally they came to the 
houses of white men; and when they caught sight of 
cows feeding on the banks of the river, they all shouted 
with joy, the herds looked so calm and restful and 
homelike. 

These courageous, patient men had done much more 
than to explore a wild country. Just as Columbus had 



GRADE V: THE NATION 193 

made a path across the Atlantic, so they had made a 
path to the Pacific. 



OCTOBER: THE CONTRIBUTION OF 
EACH RACE TO AMERICAN LIFE 

For the Teacher: 

THE CENTENNIAL MEDITATION OF 
COLUMBIA 1 

SIDNEY LANIER 

Now Praise to God*s oft-granted grace. 
Now Praise to Man's undaunted face. 
Despite the land, despite the sea, 
I was : I am : and I shall be — 
How long, Good Angel, O how long? 
Sing me from Heaven a man's own song! 

"Long as thine Art shall love true love. 
Long as thy Science truth shall know. 
Long as thine Eagle harms no Dove, 
Long as thy Law by law shall grow. 
Long as thy God is God above. 
Thy brother every man below. 
So long, dear Land of all my love. 
Thy name shall shine, thy fame shall glow!" 

Read: "Abou Ben Adhem," Leigh Hunt, in Three 
Years with the Poets, Hazard. Houghton 
Mifflin Co. 
An Incident of the French Camp, Robert Brown- 
ing. R.L.S. No. 115. Houghton Mifflin Co. 

* Abridged. From Poems of Sidney Lanier. By arrangement with Charles Scribner'a 
Sons, Pubushers. 



194 A COURSE IN CITIZENSHIP 

Suggestions for morning talks 

American life is made rich and fruitful by the gifts and 
service of many nationalities. It is the privilege of 
teachers to help children feel how much each race has 
brought to the United States from its past in other 
lands, and how much each has contributed and can 
contribute here. Thus the contact of different races 
can cease to be a source of contention and scorn and 
become a source of strength and blessing. One of the 
poems that rouses a vivid sympathy for all nations is 
"Scum o' the Earth," by Robert H. Schauffler. 
Houghton Mifflin Co. 

The oldest race in the United States is the Indian. Tell 
of their seK-control and courage; their friendship with 
William Penn. (See The Friendship of Nations^ by 
Lucile Gulliver, p. 36. Ginn & Co.) Show pictures of 
the Spanish buildings in California and New Mexico. 
Tell of the great painter Velasquez. Show the class a 
photograph of his Surrender of Breda. Tell also of the 
great writer, Cervantes. Give enough of the story of 
Don Quixote to show his honor and chivalry. Fine 
reproductions of the works of the great masters can 
be bought of Ritter & Flebbe, 120 Boylston Street, 
Boston, for a few cents apiece; and many can be ob- 
tained from the Perry Picture Co., Maiden, Mass. 

The Italians have helped us — bringing us music, the 
love of home, the power of hard work. Tell how Gari- 
baldi came to visit America. Describe the Italian 
flag. Sing in school the " Folk-songs for Children " 
edited by Jane Bird Radcliffe- Whitehead (Oliver 
Ditson Co.) and let the children know which is the 
national air of each nation. 



GRADE V: THE NATION 195 

Describe the French skill and courtesy. They are care- 
ful not to laugh at the blunders of foreigners. Tell of 
the friendship of Lafayette for America; of Pasteur's 
work (Life of Pasteur, by Rene Vallery-Radot, chaps. 
X and XIII. Doubleday, Page & Co.) . Show a pho- 
tograph of Saint-Gaudens's statues of Lincoln and 
General Sherman. Here is a French- American to 
whom we owe an inestimable gift. 

THE STATUE OF SHERMAN BY SAINT 
GAUDENS 1 

HENRY VAN DYKE 

This is the soldier brave enough to tell 
The glory-dazzled world that "War is hell!" 
Lover of peace, he looks beyond the strife 
And rides through hell to save his country's life. 

Read: The Promised Land, by Mary Antin (Houghton 
Mifflin Co.) and tell the class of her early life. 
Help them to see that Jews have had many 
hardships and that here all helpful citizens can 
live happily together in the land of welcome. 
Read: Tolstoy's "Where Love is, God is!" (Ethics for 
Children, p. 156), and tell of his belief in peace 
and goodwill. Read Tolstoy's "A Spark Neg- 
lected Burns the House." 
Let the children enjoy the humor of the Irish. Tell of 
John Boyle O'Reilly and his kindness. Repeat his 
poem on "What is Good" (see Grade I, p. 2). 
Give a short account of Garibaldi's courage in the 
Sicilian campaign and of the people's love of him. 

* From Music and Other Poems. Charles Scribner's Sons. 



196 A COURSE IN CITIZENSHIP 

Garibaldi and the Thousand y by George M. Trevel- 
yan. Longmans, Green & Co. 
Take the class to a museum or show them photographs 
of the Greek heroes. Tell stories from Homer. Give 
an account of the courage of Socrates in facing death. 
(In " The Judgment of Socrates," R.L.S. No. 129. 
Houghton Mifflin Co.). 
Read: Up From Slavery, Booker T. Washington (chap. 
II, in Ethics for Children, p. 78). "Ready,'* 
Phoebe Cary (Poetical Works of Alice and 
Phcehe Cary. Houghton Mifflin Co.). 
Through the appeal of these stories the children them- 
selves will be led to honor, understand, and treat 
kindly any foreigners they may meet. 

A GREAT FRENCHMAN 

ELLA LYMAN CABOT 

Louis Pasteur, the great French scientist, was working 
hard to discover a cure for rabies, which is a terrible 
disease caused by the bite of a mad dog. He had not 
quite completed his cure when, on July 6, 1885, a little 
Alsatian boy, nine years old, was taken by his mother 
to see Pasteur. The child, going alone to school, had 
been attacked by a mad dog, thrown to the ground and 
badly bitten. A bricklayer, seeing the dog attack the 
child, ran up and, with an iron bar, drove the beast 
away. Bites from a well dog would not have done 
Joseph much harm, but Pasteur knew that this dog had 
a serious disease which might be given to Joseph unless 
the new cure could prevent all danger. 

Poor little Joseph had fourteen wounds and suffered 
so much that he could hardly walk. Pasteur kindly 
made arrangements to make the anxious mother and her 



GRADE V: THE NATION 197 

boy comfortable, and then went to ask his wise friend, 
Vulpius, whether it was safe to give the boy Pasteur's 
new treatment, even though it had never been tried 
before. 

"Why, yes, indeed," Vulpius assured him. **Is n't it 
far better to try your cure, even if it may fail, than to let 
the little fellow die of hydrophobia?" 

So the treatment was given to Joseph. Every day for 
ten days the doctors put a few drops of powerful liquid 
in his arm. Joseph had cried when he heard of an opera- 
tion, but he dried his eyes quickly when he found that it 
meant only a tiny prick. 

Pasteur arranged a bedroom near him for the mother 
and child, and Joseph played with his new toys. Pasteur 
loved children. He grew very fond of Joseph and more 
and more anxious that his cure should succeed. It was a 
month before he could be quite sure. Joseph was n't 
troubled; his wounds had healed, the inoculation did not 
hurt him, and he could play all day. On the last even- 
ing, he kissed his friend, " dear Monsieur Pasteur" good- 
night and slept peacefully, but Pasteur lay awake for 
hours anxiously thinking: *'Will my treatment succeed 
or will it fail? If I can cure this boy, it will prove that I 
can cure many others and stop this terrible disease." 

The treatment was successful. Joseph never had a 
sign of illness, and now, any person — or any animal — 
who is in danger of getting rabies can almost surely be 
cured. Every year in America, the lives of many chil- 
dren and their parents are saved by Pasteur's wonderful 
cure. How much we owe to France for this great man ! A 
beautiful avenue in Boston leading to the Harvard 
^Medical School is named in his honor. But there are 
even better ways to honor him. The best is by being as 
faithful to our work as he was to his, for Pasteur's 
favorite saying was: "Let us work." 



198 A COURSE IN CITIZENSHIP 

NOVEMBER: GOVERNMENT BY THE 

PEOPLE 

For the Teacher: 

REPLY TO AN ADDRESS OF WELCOME i 

ABRAHAM LINCOLN 

In all trying positions in which I shall be placed, and 
doubtless I shall be placed in many such, my reliance 
will be upon you, the people of the United States; and I 
wish you to remember, now and forever, that it is your 
business, and not mine; that if the union of these States 
and the liberties of this people shall be lost, it is but little 
to any one man of fifty -two years of age, but a great deal 
to the thirty millions of people who inhabit these United 
States, and to their posterity in all coming time. It is 
your business to rise up and preserve the Union and 
liberty for yourselves and not for me. I appeal to you 
again to constantly bear in mind that not with politi- 
cians, not with Presidents, not with office-seekers, but 
with you, is the question : Shall the Union and shall the 
liberties of this country be preserved to the latest 
generations? 

Suggestions for morning talks 

What is a tyranny? Tell something of the treatment of 
the Jews in Russia, from The Promised Land, by Mary 
Antin, chap. i. In what ways was Mary Antin free 
when she came to America? Could she do anything 
she liked? What does liberty mean? 

Who puts up the sign, " Keep off the grass " ? If you were 
grown up, would you make laws against having the 

^ From a speech at Indianapolis, February 11, 1S61. 



GRADE V: THE NATION 199 

new grass trampled on, the shrubs torn, the street 
lamps broken? Why? 

What is the opposite of self-government ? Slavery, 
tyranny or even anarchy, which means having no 
government. Have you ever seen any one who was a 
slave to his bad habits? We are slaves if we can't 
make ourselves work, but have to be driven like cattle; 
slaves if we can't resist temptation; can't say no when 
some one asks us to do what is wrong; can't make 
ourselves go to bed or begin to study when it is time; 
can't resist looking out of the window and wasting time. 

Cultivate the power of governing yourself. Keep your 
desk in good order; it is yours to rule over. 

" Greater is he that ruleth his spirit than he that taketh 
a city." Do you agree with this proverb? Give an 
example of seK-control under pain; under provocation 
to anger; under nervousness. We hear the phrase, 
"He went all to pieces when he lost the prize." Why 
would a person who had seK-control not go to pieces if 
he lost? What conduct shows self-government when 
a fire breaks out in school? 

Who makes the rules in a baseball game? Who enforces 
the rules? Why do you want them enforced? What is 
the value of having an umpire? Why is it best to 
have one boy made captain? Is the President of the 
United States like a captain to lead his nation? What 
are some of his duties? Where is the City Hall or 
the Town Hall? What goes on there? Who elect the 
people who govern us? 

Read: "The First Thanksgiving day," Alice Brother- 
ton, and "Five Kernels of Com," Hezekiah 
Butterworth, in Days and Deeds, Burton E. 
and Elizabeth Stevenson. Baker Taylor Co. 



200 A COURSE IN CITIZENSHIP 

What are all the advantages of our country? How Ckn 

we repay them? 
Learn: "Freely ye have received, freely give." 
Read: "Thanksgiving Day in America," Mary Lowe, 
in Thanksgiving, ^oheTiH, Schauffler. Moffat, 
Yard & Co. 
Refer to Lessons for Junior Citizens, Mabel Hill, Ginn & 
Co., for accounts of city departments, and to Town 
and City, Frances Gulick Jewett (Gulick Hygiene 
Series, Ginn & Co.); to Thanksgiving, Robert H. 
Schauffler, for varied material for Thanksgiving 
day. 
Read: Scouting for Boys, Baden Powell. Pearson, 
London. 
Character Training, Jane Brownlee. Houghton 

Mifflin Co. 
The Wonder Workers, pp. 54-94, Mary H. Wade, 
Little, Brown & Co., for an account of the 
George Junior Republic. 

THE PILGRIMS, 1620-16301 

SARA R. o'bRIEN 

Columbus's work was done when he showed the way 
to America. It was easy enough for others to follow. 
Soon others did follow. During the next one hundred 
years, many people from Europe came to see the wonder- 
ful new country. Some came in search of gold, some for 
love of adventure. Still others came to claim part of the 
new land in the name of their native country. 

Others, however, came for a far better purpose than to 
acquire land or riches. Three hundred years ago there 
were troublous times in some parts of Europe. In Eng- 

1 From English /or Foreigners, Book II. Houghton Mifflin Co. 



GRADE V: THE NATION 201 

land the people had very few rights in matters of church 
and government. King James I of England compelled 
all his people to attend his church and to pay taxes for it, 
whether they wanted to or not. 

Many people did not like King James's church, and 
some of them decided to leave England. They fled to 
Holland, but it was such a strange country to them that 
they were homesick and unhappy there. Where could 
they go next.f^ There was now no place left but America, 
and they made up their minds to try this unknown land. 
They were a brave little band of pilgrims seeking a place 
to worship God in their own way. 

One day about one hundred of them set sail in a small 
ship named Mayflower. After a long and stormy voy- 
age, they reached the shores of America. The time was 
December, in the year 1620, and a season of bitter cold 
and drifting snow. 

They made their first landing at the place we now 
call Plymouth on the coast of Massachusetts. No 
warm houses or waiting friends were ready for them. 
On all sides were nothing but drifting snow and dark 
forests. 

How hard that first winter was ! Their sufferings from 
cold and hunger were so great that half their number 
died. But early spring brought new hope to all, and with 
fresh courage they set to work. They did not waste their 
time searching for gold. The men chopped down trees 
and built log cabins. They planted corn and barley on 
the cleared land. They made friends with the Indians. 
And so great was their hope that when the Mayflower 
returned to England in the spring not one of their num- 
ber cared to go back. Liberty with all its hardships was 
sweeter than life in their old home. 

Soon other people began to come from England to 
make their homes near the little settlement at Plymouth. 
Slowly the colony grew and prospered, for the Pilgrims 



202 A COURSE IN CITIZENSHIP 

brought with them the right ideas of freedom. One of the 
first things they did was to make, and promise to obey, 
certain laws that were for the good of all. 

They chose one of their number to be their leader, and 
they called him governor. They believed that the people 
themselves should rule. So whenever they wished to 
settle an important question they called a general 
meeting and settled the matter by vote. 

We may truly say that the Pilgrim Fathers laid the 
foundations of the government which we enjoy in the 
United States to-day, a government by the people and 
for the people. 

DECEMBER: E PLURIBUS UNUM 

For the Teacher : 
ELEGY ON THE DEATH OF DR. CHANNING » 

JAMES RUSSELL LOWELL 

Peace is more strong than war, and gentleness. 

Where force were vain, makes conquest o'er the wave; 

And love lives on and hath a power to bless. 
When they who loved are hidden in the grave. 

And often, from that other world, on this 

Some gleam from great souls gone before may shine. 

To shed on struggling hearts a clearer bliss, 
And clothe the Right with luster more divine. 

Suggestions for morning talks 

Our national motto ought to be the keynote of our work 
at home, in school, and in the nation. 

» From Lowell's Complete Poetical Works. Houghton Mifflin Co. 



GRADE V: THE NATION 203 

Show the class this motto on our silver coins. What does 
it mean? A football team, a four-part chorus, an 
orchestra, a fruit tree, a house, a nation are many in 
one. Each boy in the team, each singer in the chorus, 
each state in the nation helps to make the team, the 
chorus, the nation possible. It needs him; he needs it; 
and he must sacrifice his individual ambition to the 
good of the team. 

Learn: "For we are members one of another." 

Being many in one, we must obey our leader; we 
must subordinate ourselves pleasantly, taking a mi- 
nor part in games or songs, or plays. We must show 
good will to all who help to make us many in one. 

Study the different grocery provisions, e.g., sugar, flour, 
dates, figs, olives, prunes, oranges, and the standard 
articles like wool, rubber, iron, sponges, chalk, ink, and 
show how we depend for even the simplest life upon 
many people working as one. 

Our family is many in one, the parents earning and 
caring for the children; the children making ready to 
help the parents. 

The school is many in one. The different rooms and 
grades can unite in morning exercises, work together 
in manual training, or cooking, play together in folk- 
dancing and athletics. 

The nation is many in one. Study a map and see what 
each State contributes. Tell about the House of 
Governors. 

Learn: "A house divided against itseK cannot stand," 
and "The Mountain and the Squirrel," 
Ralph Waldo Emerson. Poems, Houghtop 
Mifflin Co. 



204 A COURSE IN CITIZENSHIP 

E PLURIBUS UNUM^ 

GEORGE WASHINGTON CUTTER 

Tho* many and bright are the stars that appear 

On that flag, by our country unfurl'd, 
And the stripes that are swelling in majesty there 

Like a rainbow adorning the world; 
Their light is unsullied, as those in the sky. 

By a deed that our fathers have done, 
And they 're leagued in as true and as holy a tie. 

In their motto of "Many in One." 

From the hour when those patriots fearlessly flung 

That banner of starlight abroad, 
Ever true to themselves, to that motto they clung 

As they clung to the promise of God; 
They conquered, and, dying, bequeathed to our care 

Not this boundless dominion alone. 
But that banner whose loveliness hallows the air. 

And their motto of "Many in One." 

Then up with our flag! — let it stream on the air; 

Though our fathers are cold in their graves, 
They had hands that could strike — they had souls that 
could dare, — 5 

And their sons were not born to be slaves. 
Up, up with that banner! — where'er it may call. 

Our millions shall rally around. 
And a nation of freemen that moment shall fall. 

When its stars shall be trailed on the ground. 

1 From Days and Deeds, compiled by Burton E. Stevenson and Elizabeth Stevenson. 
The Baker & Taylor Co. 



GRADE V: THE NATION 205 

THE OLD MAN AND HIS SONS ^ 

SARA R. o'bRIEN 

An old man had many sons who were always quarrel- 
ing. At last the father called them to him. He showed 
them a bundle of sticks tied together. He said to them, 
"Break this bundle." Each of the sons tried to break it 
but could not. 

The father untied the bundle and told each son to 
break one stick. They could do this easily. Then the 
father said, "If all of you could stand together, no one 
could do you any harm, but each one separate is as weak 
as one of the little sticks." 

Let each member of the class write a composition 
showing the application of this story in our commerce, 
our social life, our civic and national government. 

JANUARY: RESPONSIBILITY OF 
EACH CITIZEN 

For the Teacher: 

BOSTON 

RALPH WALDO EMERSON 

And each shall care for other. 

And each to each shall bend. 
To the poor a noble brother. 

To the good an equal friend. 

A blessing through the ages thus 
Shield all thy roofs and towers! 

God with the fathers, so with us. 
Thou darling town of ours ! 

* From English for Foreigners, Boob I. Houghton Mifflin Co. 



206 A COURSE IN CITIZENSHIP 

For the Class : 

THE CHILD AND THE YEAR 

CELIA THAXTER 

Said the child to the youthful year: 
"What hast thou in store for me, 

giver of beautiful gifts ! what cheer, 
What joy dost thou bring with thee?" 

"My seasons four shall bring 

Their treasures : the winter's snows. 
The autumn's store, and the flowers of spring. 
And the summer's perfect rose. 

"All these and more shall be thine. 
Dear child — but the last and best 
Thyself must earn by a strife divine. 
If thou wouldst be truly blest. 

"Wouldst know this last, best gift? 
'T is a conscience clear and bright, 
A peace of mind which the soul can lift 
To an infinite delight. 

"Truth, patience, courage, and love. 
If thou unto me canst bring, 

1 will set thee all earth's ills above, 
O child! and crown thee a king! " 

Suggestions for morning talks 

The subject of this month grows out of the last. We are 
each responsible because we are each needed to make 
up one nation. Responsible means that we will re- 
spond, and take our part. The President: For what 



GRADE V: THE NATION 207 

is he responsible? Congress? the State Legislatures? 
the City Aldermen? the Town Clerk? the heads of 
municipal departments? For what is every voter 
responsible? every housekeeper? every scholar? 
School is given us freely by all the people so that 
we may be active, helpful citizens. The citizen must 
be able to read, write, earn a living, and understand 
about our laws and government. 
Scholars are responsible for being on time every day; for 
regularity — not missing without an excellent reason; 
for faithfulness in work. Kipling said ^ : — 

" If you can fill the unrelenting minute 
With sixty seconds' worth of distance run. 
Yours is the Earth and everything that's in it; 
And, what is more, — you'll be a man, my son." 

Take up New Year's Resolutions: What are the best 

ones to make? 
Study the responsibility of the locomotive engineer on 
his engine; the captain and officers on a steamer; the 
doctor and nurse in illness. 
Read: "The Wreck of the Republic," in Cabot's Ethics 
for Children. Houghton Mifflin Co. 
Stories from Clara Barton's History of the Red 
Cross. American Historical Press. 
"The Pohceman," by Theodore Roosevelt, from 
the "Roll of Honor of the New York Police," 
Century Magazine, October, 1897. (Quoted 
also in School Speaker and Reader, p. 257, 
William De Witt Hyde. Ginn & Co.) 
We make the rules of our clubs; it is disloyal not to obey 
them. All the people make the laws of the nation; it is 
disloyal not to obey them. 

* In " If," Rewards and Fairies. Doubleday, Page & Co. 



208 A COURSE IN CITIZENSHIP 

Look up the laws you are likely to break. Teachers can 
find out about these laws from the town or county 
clerk, — throwing paper and rubbish in the streets; 
breaking street lamps; ringing fire alarms; stealing 
apples; breaking windows; playing baseball in public 
streets; playing craps; marking buildings. 
Be a supporter of the government and of American 
ideals by keeping paper off the streets; not blocking 
the sidewalk as you come from school; giving up your 
seat to older people; putting out brush fires and refus- 
ing to light any; holding yourself upright in bearing, 
in honesty, in thought, as well as word; reporting any 
sign of danger; forming Junior Civic Leagues or Good 
Government Clubs. 
Read the pamphlets of the Forestry Commission in rela- 
tion to fires. Tell of the Boy Scouts of America. 
Read : Under the Old Elm, Lowell (extract about Wash- 
ington). R.L.S. No. Z. Houghton Mifflin Co. 
Ode to the Duke of Wellington, Tennyson, R.L.S. 

No. 73. Houghton Mifflin Co. 
Scouting for Boys, Baden Powell. Pearson, 
London. 

THE LITTLE SIX ^ 

ELLA LYMAN CABOT 

Every spring when the snow melts along the banks of 
our great rivers there is danger of a flood. Thirty years 
ago the Ohio River overflowed its banks for a thousand 
miles. Even the city of Cincinnati was like a large stream. 
Men and women went out in boats and passed food to 
the hungry people at third story windows. Sometimes 

* Bewritten ttom a story in the Erie Despatch, March 24, 1884. 



GRADE V: THE NATION 209 

great buildings were undermined and small houses went 
floating down stream. Six children in Waterford, 
Pennsylvania, heard of the flood. They were not only 
sorry; they decided to help. They gave an entertain- 
ment and raised $51.25, which was sent to Miss Clara 
Barton, President of the Red Cross Association, to be 
put where it would do most good. 

Miss Barton was much touched by the children's gift. 
She wanted to give it to children who had suffered in the 
flood. One day as she went down the Ohio River she 
came upon just the family she most wanted to help — a 
widow, Mrs. Plew, with six children. They owned their 
farm on the banks of the river with two horses, three 
cows, thirty hogs, and some hens, and till the flood came 
they managed to get on. But the flood swept away their 
horses, sickness came among the hogs, and one night a 
great gale blew down their house. They had to live in 
the corn-crib, with the twenty-five hens clucking about 
the door. They kept even this place neat and clean. 
They were poor and in trouble, but they were brave and 
industrious still. "If we only had a little money we 
could build a house higher up on the bank," said the 
mother. 

"There are six children," thought kind Miss Barton; 
"here is the very place to give the money." She told the 
woman the story of the Waterford children who wanted 
to help, and offered her their gift that she might rebuild 
her house. With a voice full of deep feeling the wo- 
man answered, "God knows how much it would be 
to me. Yes, with my good boys I can do it, and do 
it well." 

"And shall you name the house when it is built?" 

"Oh, yes," she answered quickly, "I shall name it The 
Little Six." 

When the six contributors heard how their money had 
been spent they wrote this letter: — 



210 A COURSE IN CITIZENSHIP 

Dear Miss Barton, 

We read your nice letter in the Despatch and we would 
like very much to see that house called "The Little Six," 
and we are so glad we little six helped six other little 
children, and we thank you for going to so much trouble 
in putting our money just where we would have put it 
ourselves. 

Sometime again when you want money to help you 
in your good work, call on the "Little Six," — 

Joe Farrar, twelve years old. 

Florence Howe, eleven years old. 

Mary Barton, eleven years old. 

Reed White, eleven years old. 

Bertie Ensworth, ten years old. 

Lloyd Barton, seven years old. 

FEBRUARY: GREAT AMERICANS 

For the Teacher: 

Let us now praise famous men and our fathers that 
begat us. The Lord hath wrought great glory by them 
through his great power from the beginning. 

Leaders of the people by their counsels and by their 
knowledge of learning meet for the people: wise and 
eloquent in their instructions; 

Their glory shall not be blotted out. 

The people will tell of their wisdom, and the congre- 
gation will show forth their praise. 

Ecclesiasticus xliv. 

Suggestions for morning talks 

Our Great Statesmen: 

What qualities does it take to be a great statesman? 
Can he be narrow-minded, prejudiced, unfair? 



GRADE V: THE NATION 211 

Must lie be able to get on with all kinds of people? 
How do we learn to get on well with people? Wash- 
ington said : My first wish is to see the whole world 
at peace and the inhabitants of it as one band of 
brothers, striving which should contribute most to 
the happiness of mankind. 
See, if you can, the Educational Moving Picture of 
the Declaration of Independence. John Adams, 
Thomas Jefferson, and Benjamin Franklin were 
great statesmen, for they planned for the good of 
the whole country. The great statesman cannot be 
bribed. Tell the story of Washington's rejection of 
the crown. The great statesman thinks of the 
future of his country. Benjamin Franklin's gift to 
Boston. The great statesman loves his whole 
country. Lincoln's fairness to the South. The 
great statesman is generous. John Hay's attitude 
in giving indemnity to China. The great states- 
man works for good will. Stories of William Penn, 
Hugo Grotius, Henry of Navarre. (See The Friend- 
ship of Nations, pp. 34-38, Lucile Gulliver. Ginn 
& Co.) The great statesman forgives his enemies. 
Tell of the death of McKinley. 
Read: "Ezekiel and Daniel," in An American Book of 
Golden Deeds, James Baldwin. American Book 
Co. 
** John Quincy Adams and the Right to Petition," 
Henry Cabot Lodge, in Hero Tales from Ameri- 
can History. Century Co. 



212 A COURSE IN CITIZENSHIP 

SAMUEL GRIDLEY HOWEi 

LAURA E. RICHARDS 

Dr. Samuel Howe is famous because of his devotion 
to blind people. As a lad he decided that he wanted 
to spend his life in helping people. Up to that time, 
there had been no teaching for the blind in this country. 
If a child was blind, it must sit with folded hands at 
home, while the other children went to school and to 
play. Now a school for blind children was about to be 
started in Boston, and Dr. Howe was asked if he would 
take charge of it. This was just what he wanted. But 
first he went to Europe, where the teaching of the blind 
had already begun. Having learned all that was to be 
learned in those days about teaching the blind, he came 
home, and took up his new work, which was to end only 
with his life. 

First of all, he put a bandage over his own eyes, and 
wore it for some time, so that he might realize a little of 
what it meant to be blind. Then, he found some little 
blind children, took them home to his father's house, 
and taught them to read and write by means of raised 
letters which they could feel, and by means of raised 
lines, which enabled them to guide the pencil and keep 
the lines straight. He made maps for them, with raised 
dots of rough plaster for mountains, and pins' heads for 
cities; their little fingers felt of all these things, and 
became so skillful that, in a short time, they could read 
as rapidly as many children who can see. 

When people heard that blind children could be 
taught to read, more and more parents brought children 
to the new school. Soon, the house could not hold them. 
There was no room and no money to carry on the fast- 
growing school. 

* Abridged from Two Noble Lives. Dana Estes Co. 



GRADE V: THE NATION 213 

Dr. Howe's favorite saying was, " Obstacles are things 
to be overcome ! " So he took his blind pupils before the 
Legislature, showed what he had done, and asked for 
money. The Legislature voted to give six thousand dol- 
lars a year to the school; and soon after, a Boston gentle- 
man, Colonel Perkins, gave his fine house and garden for 
the use of the little blind children. 

But this did not satisfy Dr. Howe. The blind children 
of his own State were now provided for; but he knew 
that in other States the blind children were still sitting 
with folded hands, knowing nothing of the pleasant 
world of books, unable to write, sew, knit, or play the 
piano. So he went from State to State, taking a little 
band of children with him, going before the Legislatures, 
showing what the children had learned to do, begging 
them to help the bhnd children of their own State. 
And in his footsteps sprang up schools for the blind. 

In the year 18S7 Dr. Howe overcame an obstacle that 
people had always thought could never be overcome. 
He heard of a little girl, named Laura Bridgman, who 
was deaf, dumb, and blind. She had lost her sight and 
hearing when she was a baby ; she was now seven years 
old, and could neither see, hear, smell, nor — save in a 
very slight degree — taste. Dr. Howe persuaded her 
parents to let her come to the Perkins Institution. Here 
he set himseK patiently to bring the child's mind out of 
darkness into light. 

He took things in common use, such as knives, forks, 
spoons, keys, and so forth, and pasted on them labels 
with their names in raised letters. These he gave to 
Laura, who felt of them carefully. She soon found that 
the crooked lines "spoon" on one object were different 
from the crooked lines "key" on another. Next he gave 
her some of the labels without the objects; and she soon 
found that they bore the same crooked lines that were 
on the spoons, keys, etc. After a little time she would 



214 A COURSE IN CITIZENSHIP 

lay the "spoon" label on the spoon, the "key" label 
on the key, and so on, of her own accord; then Dr. 
Howe would pat her on the head, and she knew he was 
pleased. 

One day Dr. Howe gave her the different letters of 
the word on separate bits of paper. First he put them in 
the right order, to spell "spoon," "key," "book," etc.; 
then he mixed them up in a heap, and made a sign to her 
to arrange them herself. This she did, patiently and 
correctly; but still she was merely learning as a clever 
dog learns tricks. She did not know what it meant, nor 
why she was doing it. 

But one day. Dr. Howe saw her face change. Light 
seemed to flash over it. All in a moment it had come to 
her; she knew what it all meant; she knew that by these 
raised marks on paper she could make a sign for every 
thought; she knew that she could make herself under- 
stood, and could understand the thoughts of others. 

I think this was the happiest day of Dr. Howe's life; 
and since that day, no blind deaf-mute child has ever 
needed to be alone in the world. 

Laura Bridgman lived many years, and became a 
happy, earnest, industrious woman. She learned to talk 
with her fingers, and could talk faster than most people 
with their tongues. . . . She was a great reader, wrote 
many letters, sewed beautifully, made lace and crochet 
work; I doubt if she was ever idle. She loved Dr. Howe 
always better than any one else in the world, and she was 
very dear to him also. . . . 

After Dr. Howe's death, his friend. Dr. Edward 
Everett Hale, wrote these words about him: "He found 
the blind sitting in darkness, and he left them glad in the 
sunshine of the love of God." 



GRADE V: THE NATION 215 

IVIARCH: SOCIAL SERVICE 

For the Teacher: 

THE LAW OF LOVE 

RICHARD C. TRENCH 

Make channels for the streams of love. 

Where they may broadly run; 
And love has overflowing founts, 

To fill them every one. 

But if, at any time, we cease 

Such channels to provide, 
The very founts of love for us 

Will soon be parched and dried. 

For we must share, if we would keep. 

That blessing from above: 
Ceasing to give, we cease to have, — 

Such is the law of love. 

Suggestions for morning talks 

Tell the story of "Margaret of New Orleans," Sara Cone 

Bryant, in Stories to Tell to Children. Houghton 

Mifflin Co. 
Different ways of social service: — 

Kindness to animals : 

Read: Black Beauty, AnnaSewall. American Humane 
Education Society. 

Learn: "Forbearance," by Ralph Waldo Emerson, 
p. 169, and "A Lesson of Mercy," by Alice Gary, 
p. 36, in Ethics for Children, Ella Lyman Cabot. 



216 A COURSE IN CITIZENSHIP 

Read: "Garm — A Hostage," by Kipling. In Ac^ 

ticms and Reactions. Doubleday, Page & Co. 
Learn what food each animal and bird needs. See 
whether there are drinking-f ountains for horses and 
dogs in your town. If not, plan with the class to 
help get one. Take care of the birds: they are ex- 
posed to danger from owls, cats, snakes, wind, cold, 
hunger, and thirst. They need you for a friend. 
Care of the sick : 

Tell the story of "Walter Reed and Yellow Fever" in 
Ethics for Children, Ella Lyman Cabot, p. 226; of 
"Dorothy Dix" (An American Book of Golden 
Deeds, James Baldwin. American Book Co.). 
Care of the unfortunate : 
Clara Barton and the Ohio Floods. The Sicilian 
Earthquake. In The Red Cross, Clara Barton. 
American Historical Press. 
Read: "The Good Bishop," by Victor Hugo, in Les 

Miserables. Little, Brown & Co. 
Care of the poor : 

Labrador, Wilfred T. Grenfell, The Macmillan Co. 
Read: The Friendship of Nations, p. 236, Lucile Gul- 
liver. Ginn & Co. 
An American Book of Golden Deeds, James Bald- 
win. American Book Co. 
Ethics for Children, Ella Lyman Cabot ("He that 
is Faithful," p. 132, and "Fellow Laborers," 
p. 90). Houghton Mifflin Co. 
"The Street Cleaning Brigade," Colonel War- 
ing, in Town and City, Frances G. Jewett, 
Gulick Hygiene Series. Ginn & Co. 



GRADE V: THE NATION 217 

THE McCLENNY NURSES* 

CLARA BARTON 

A small band of nurses, men and women, were steam- 
ing onwards in the train to Jacksonville, Florida, where 
yellow fever had broken out. To them came their 
leader, Colonel Southmayd. *'Some way ahead," said he, 
"is the little town of McClenny where the plague is also 
in full force. The town is quarantined on all sides; it is 
without nurses, medicines, comforts for the sick, even 
without food. Shall I leave some of you there? This 
train is not allowed to stop at the town, but if I can 
manage to get it to slow up . . . will you jump?" 

"We will do what you say. Colonel. We are here in 
God's name and service to help His people; for Him, 
for you and for the Red Cross we will do our best." 

"Conductor, don't you think you might slow up after 
passing McClenny?" 

"I will slow up, Colonel, though I may lose my place 
for it." 

One mile beyond town, the rain pouring in torrents, 
the ground soaked, slippery and caving, out into pitiless 
darkness leaped three men and seven women from a 
puffing, unsteady train. No physician was with them, 
and no leader. They only knew that they were needed 
and must do their best. 

Taking each others' hands, so that they might not lose 
one another in the darkness, they scrambled back over 
the slippery railroad bed to the fever-stricken village. 
That very night, after drying their clothes, they planned 
what to do and each took his or her share of patients. 

Dr. Gill, a Norwegian by birth, tall, honest, and true 
as the pines of his native land, was sent from New 
Orleans, and under his wise direction they again found a 

* Adapted from The Red Cross. American Historical Press. 



218 A COURSE IN CITIZENSHIP 

leader. During the few days Colonel Southmayd was 
in Jacksonville, he sent them comforts for the sick and 
nourishing food for themselves, but after that, they got 
on as best they could, finding and cooking their own 
meals. The nurses often gave to the sick, the chil- 
dren, the old and the helpless, what they needed for 
their own strength. Many were the records of seventy- 
two hours without change or sleep, almost without sit- 
ting down, and many were the unselfish deeds which we 
shall never know. Mr. Wilson, a big, colored man, took 
charge of a small hospital with six patients, cared for 
them all without an hour's relief from any person, and 
saved every case. Edward Holyland, a young man of 
twenty-nine, who was chief nurse, found a neglected 
Italian family a mile or more outside the town. He 
nursed them there alone, and when the young son, a lad 
of thirteen or fourteen, died, there being no one to bury 
him there, Mr. Holyland wrapped him in a blanket and 
brought him into town on his back. As the fever was 
gradually conquered by their experience and skill, the 
nurses reached out to other freshly attacked hamlets. 
The town of Enterprise, one hundred miles below, called 
to them for aid; they all turned back from the hope of 
home and, after a bare two days of the rest they so 
needed, they added another month of toil to their already 
weary record. 

On November 4th they went into camp for their ten 
days of quarantine before they could go home to New 
Orleans for Thanksgiving. To them here the Red Cross 
organization sent a number of its members to give 
thanks to the unselfish, faithful band. A meeting was 
held in the headquarters tent. There were officers of the 
camp, well-wishers from all the countryside, and in the 
center the ten nurses themselves whose names deserve 
never to be forgotten — Eliza Savier, Lena Seymour, 
Elizabeth Eastman, Harriet Schmidt, Lizzie Louis, 



GRADE V: THE NATION 219 

Rebecca Vidal, Annie Evans, Arthur Duteil, Frederick 
Wilson, and Edward Holyland; four Americans, one 
German, one French, one Irish, and three Africans. 
They wore no uniform; their only distinguishing feature 
was the umbia or turban and a pitiful little misshapen 
tattered Red Cross made by their own hands and pinned 
on their breasts. 

Telegrams had arrived from all parts of the country 
giving thanks for the help received. The Mayor of 
McClenny spoke with trembling voice the gratitude 
which his town felt: "I fear the nurses often worked in 
hunger, but they brought us to our feet, and the bless- 
ing of every man, woman and child is on them.'* The 
nurses told of the work of their comrades, and Dr. Gill 
placed before the meeting his matchless record of cases 
attended and lives preserved. He testified to the won- 
derful work of the nurses, standing firm through every- 
thing, with never a word of complaint through all those 
trying months. 

A few days later, the north-bound train halted and 
took on board the tall doctor and happy nurses. Their 
last words, as they departed were, " When you want us, 
we are ready." The love of those they had befriended 
and the approval of a whole people, north and south, 
went with them. 



APRH.: PATRIOTISM 

For the Teacher: 

LOVE THOU THY LAND 

ALFRED TENNYSON 

Love thou thy land, with love far-brought 
From out the storied Past and used 



220 A COURSE IN CITIZENSHIP 

Within the Present, but transfused 
Thro' future time by power of thought. 

Make Knowledge circle with the winds; 
But let her herald, Reverence, fly 
Before her to whatever sky 
, Bear seed of men and growth of minds. 

Suggestions for morning talks 

Read: "The Army of Peace," "The Flag," "Who 
Patriots Are," in The Young Citizen, Charles 
F. Dole. D. C. Heath & Co. 
"Our Debt to the Nation's Heroes," from Amer- 
ican Ideals, Theodore Roosevelt. G. P. Put- 
nam's Sons. 
Tell stories of men who loved their country: 

" The Last Lesson in French," Alphonse Daudet, in 

Stories to Tell to Children, Sara Cone Bryant. 

Houghton Mifflin Co. 

Read: "Breathes there the man," Sir Walter Scott. 

The Lay of the Last Minstrel, Canto VI. 

The Man without a Country, Edward E. Hale. 

Little, Brown & Co. 
"William Tell," and "Arnold V. Winkelreid," in 
Fifty Famous Stories Retold, James Baldwin. 
American Book Co. Compare Tell and Winkel- 
ried. Which seems to you the more courageous? 
Write compositions on some of the topics suggested in 
American Hero Stories, Eva March Tappan. Hough- 
ton Mifflin Co. 
Read: "An American in Europe," Henry van Dyke, in 
The White Bees and Other Poems. Charles 
Scribner's Sons. 



GRADE V: THE NATION 221 

Two Noble Lives, Laura E. Richards. Dana 

Estes. 
A Message to Garcia, Elbert Hubbard. Roycroft 
Press. 
Learn: "The Flag goes by/' H. H. Bennett. R.L.S. 

No. CC. Houghton Mifflin Co. 
For questions on patriotism, see Cabot's Ethics for Chil- 
dren, p. 184. 

NATHAN HALE 

On the 6th of June, 1755, was born Nathan Hale; his 
father was a farmer and deacon of his church, who 
brought up his boys in true New England habits, hardy, 
self-reliant, honest and loyal. When Nathan was fifteen, 
he went to Yale College and after graduating there he 
became a school-teacher. 

Two years later, on April 19, 1775, a messenger gal- 
loping from Boston brought the news of the battle of 
Lexington and the call to arms. Nathan Hale offered 
himself eagerly among the first. "Let us march imme- 
diately," he cried, "and never lay down our arms till we 
obtain our independence." He wrote to the managers of 
his school that he went to war because he could serve his 
country in its time of danger. 

As the war went on. Hale began to show what a man 
he was. The army was short of clothes, food, ammu- 
nition, and pay. The soldiers grew discouraged, and 
wanted to go home. Hale, who was now a Captain, tried, 
as did the other officers, to persuade the soldiers not to go. 
Finally, he went to them, and dividing his own pay 
among them, managed thus to make them stay. 

After the disastrous battle of Long Island, the Ameri- 
cans were in a worse state than ever. They had to guard 
long stretches of shore and could not tell at what point 
the British might land from Long Island and attack 



222 A COURSE IN CITIZENSHIP 

them. General Washington felt that he must know 
more about the British; he must have maps of their 
camp, lists of their regiments, and, if possible, some idea 
of their plans. To obtain this information, he must find 
an intelligent spy. A counsel of officers was called and a 
volunteer was asked for. No one would go. The risks 
were great: if the spy were caught, a dishonorable 
death; even if he was successful, little reward or honor. 
So the Council sat silent wondering what to do. Sud- 
denly a clear voice spoke out: "I will go." It was Cap- 
tain Nathan Hale. Truly loving his country, and willing 
to sacrifice his own ambitions, even his life for her, he 
was the only one ready to undertake the mission. His 
friends begged him not to go, but Hale answered with 
warmth: "I believe it is my duty to get this much- 
needed information for my country. I realize all the 
dangers of doing this, but I have been in the army a year 
and done no great service for my country. Now when 
my chance comes, I will take it." 

Hale dressed himself in the plain brown dress and 
broad-brimmed hat of a schoolmaster, was rowed across 
to Long Island, and somehow got into the British camp. 
He was there about two weeks, found out all he wanted 
to know, and was just safely out of the British lines and 
waiting on the shore to be rowed back when some Brit- 
ish soldiers, led by a betrayer, fell upon him and captured 
him. He was searched; at first they discovered only his 
college diploma, but finally under the inner soles of his 
shoes they found thin pieces of paper, with plans, lists, 
and notes about the British army written in Latin. He 
was taken before General Howe and, as the proof was 
clear, was quickly sentenced to be hung the next morn- 
ing. He showed no fear at the thought of death. He 
said that his only regret was that his efforts to help the 
American army were not successful. 

Hale was put under guard of Provost-Marshal Cun- 



GRADE V: THE NATION 223 

ningham, a brutal and cruel man. When Hale asked for a 
clergyman, he was refused; and when he begged for a 
Bible, that also was denied. Even when he asked for 
paper and pen, it was only through the kindness of a 
young lieutenant that he managed to get it. He wrote 
letters to his friends and family, but when his jailor read 
them, he was so furious at the noble sentiments he 
found that he tore them up, crying, "The rebels shall 
never know they had a man who could die with such 
firmness." 

Next morning. Hale was led out to execution, friend- 
less and brutally treated, but still as brave and loyal to 
his country as ever. His last words as he was about to die 
will never be forgotten. "I only regret that I have but 
one life to lose for my country." 



MAY: FRIENDSHIP WITH OTHER 
NATIONS 

For the Teacher: 

A SOLDIER'S SPEECH 

"Looking back in life I can see no earthly good which 
has come to me so great, so sweet, so uplifting, so con- 
soling as the friendships of the men and the women I 
have known well and loved — friends who have been 
equally ready to give and to receive kind oflSces and 
timely counsel. Nothing will steady and strengthen you 
like real friends, who will speak the frank words of truth 
tempered with affection — friends who will help you and 
never count the cost. Friendship is the full-grown team- 
play of life, and in my eyes there is no limit to its 
value." 1 

» "From Ethics for Children, Ella Lyman Cabot, p. 180. Houghton Mifflin Co. 



224 A COURSE IN CITIZENSHIP 

For the Class: 

Make all good men your well-wishers, and then in the 

year's steady sifting. 
Some of them turn to friends. Friends are the sunshine 

of life. 

John Hay. 

Suggestions for morning talks 

Begin the month by some examples of the greatness of 

friendship. 
Stories of the friendship of David and Jonathan. '— 

1st Sam. XVII, xviii. 
Read: " Jaffar," by Leigh Hunt in The Garland of 

Poetry, Mrs. E. M. Kirkland. Charles Seribner*s 

Sons. 
Stories of Lamb and Coleridge, in Ethics for Children, 

p. 166, by Ella Lyman Cabot. 
Learn: "If you have a friend worth loving,*' in Ethics 

for Children, p. 155. 
Read: "Where Love is, God is," Leo Tolstoy. 

Twenty-three Tales. Translated by L. & A. Maude. 

Oxford University Press. 
Friendship with those of different Nations. 

The Story of Ruth and Naomi. 

Stevenson's friendship with the Samoans. 

Lincoln's letter to the workmen of Manchester. 

Write letters to school-children in other lands and 
tell them of your country. 

"A Lesson for Kings," from the Jataka Tales, in 
Ethics for Children, p. 163. 

Friendship between nations. 
Read: "The Deep Sea Cable," Rudyard Kipling, in 

The Seven Seas, D. Appleton & Co. 



GRADE V: THE NATION 225 

"America's Tribute to Grotius," in The Friendship 
of Nations, p. 69, Lucile Gulliver. Ginn & 
Co. 
"Christ of the Andes," in The Friendship of Na- 
tionsy pp. 74-76, Lucile Gulliver. 
Friendship of Holland and the Pilgrims. 
Friendship of France and America in the Revolution. 



A MODERN BAYARD 1 

LAURA E. RICHARDS 

Dr. Samuel G. Howe had just won his degree as a 
doctor when he heard of the Greek war for freedom. He 
loved the courage the Greeks had shown all through his- 
tory. He wanted to help them. How could he help. ^ He 
sailed for Greece, and offered his services as a doctor 
in the Greek army and navy. There he stayed for six 
years, sharing the dangers and the hardships of the 
Greeks. Often he slept under the open sky with his head 
on a stone; often he had no meat but snails and roasted 
wasps. 

"Aren't roasted wasps horrid to eat.''" his little 
daughter asked him, years afterward. 

"Not at all," he replied. "Roasted to a crisp and 
strung on a straw like dried cherries, they were not at all 
bad. I was often thankful enough to get them ! " 

Once Dr. Howe found a wounded Greek in great 
danger with the Turkish soldiers coming up behind and 
ready to kill him. He lifted the Greek on to his own 
horse and he himself had to go on foot in danger of his 
life. The Greek soldier recovered and became a devoted 
friend to Dr. Howe. He could not bear to be out of Dr. 
Howe's sight and slept at his feet like a faithful dog. 

^ Adapted from Two Noble Lives. Dana Bates & Co. 



226 A COURSE IN CITIZENSHIP 

So Dr. Howe went about, in towns and forests and on 
the hills, caring for the sick and wounded; and as he 
went, his heart was touched by the sight of starving 
women and children. He came back to America and, 
burning with his story, he told of the sorrows and suffer- 
ing he had seen. He asked for money, for clothes, and 
for food. Quickly it was given, for the need was great. 
He must have been glad and proud of his people when he 
sailed for Greece in a large ship full of rice, flour, money, 
and cloth for the widows and children. How the women 
flocked about him when he landed in Greece! It is the 
best of fun to be happy over some one else's happiness, 
and I suppose Dr. Howe never enjoyed himself more 
than when he saw the hungry little Greek children con- 
tentedly munching the bread he had brought. 

But many of the people had been made ill by suffering 
and want of food. For them he started a hospital with 
the money he had brought from America. 

And then, wise Dr. Howe thought about the future. 
Do you know what that means? He wondered what all 
these people were to do by and by to earn money. And 
he made a plan for them to build a great wharf for their 
harbor. He held a meeting of all the people in ^Egina, 
and told them that he was going to build a pier, and that 
if they would work he would pay them for it. Instantly 
they set to — the men dragging great stones and the 
women and children bringing baskets of pebbles and 
earth to fill in the gaps. 

Dr. Howe was as happy as he was busy. One day he 
wrote in his diary: "Getting on finely. The poor who 
labor are now five hundred, and it is cheering to my 
heart to go among them and see the change that has 
taken place. Instead of, as formerly, humbly and trem- 
blingly addressing me and begging for assistance, they 
look up brightly and confidently, and cry out: "Wel- 
come among us. Sir!" and they often add as I go away. 



GRADE V: THE NATION 227 

**God bless your father and mother; God save the souls 
of your relations; long life to the Americans!" 

So Dr. Howe worked and thought and helped day by 
day. He gave the people seed to sow; he helped them to 
build houses; he made a wheelbarrow himself and showed 
them how to make one. He labored night and day till 
the people were again at peace and prospering. Then he 
went home. 

Fifteen years afterward, Dr. Howe went again to 
Greece and visited the village he had helped. Presently 
some one recognized him and called out: "It is Dr. 
Howe." Then all the villagers rushed toward him, 
pulled him off his horse, kissed him, and made a great 
feast in his honor; for he had made America and Greece 
one in sympathy and friendship. 



JUNE: HOW WE CAN SERVE 
OUR COUNTRY 

For the Teacher: 

A difficulty raiseth the spirits of a great man. He 
hath a mind to wrestle with it and give it a fall. A man's 
mind must be very low if the difficulty doth not make 
part of his pleasure. — Lord Halifax. ^ 

Suggestions for morning talks 

The honor and glory of our country depends on the 
honor and loyalty of every citizen. Be prepared. 

An American is truthful; he knows that truth alone is 
strong enough to support him in trial. Read stories of 
Lincoln's honesty. 

A true American is faithful; he will not betray his trust. 

1 Quoted in A Multittide 0/ Counsellors, 3. N. Lained. Houghton Mifflin Co. 



228 A COURSE IN CITIZENSHIP 

Tell the story of Binns, wireless operator on the 
Republic, Grade VI, p. 272. 
A true American is courteous, for he represents his na- 
tion. For example, we rise for ladies in street-cars; let 
them pass first; always give up the end seat. 
Read: "A Four-footed Gentleman," Ethics for Chil- 
dren, p. 28. 
"Purring When You're Pleased," Mrs. Alfred Gatty, 
Parables from Nature. Everyman's Library. E. P. 
Dutton & Co. 
The Wonder Workers, Mary H. Wade. Little, Brown 
&Co. 
All true citizens are brave. They resist fear that they 
may win their aim. 

Motto : He has not learned the lesson of life who does 
not every day surmount a fear. — Emerson. 
Let the children whenever possible take excursions to 
places of historic interest. Give them a chance to dis- 
cuss the stories they read and to bring in new 
stories of achievement under diflBiCulty. The material 
about how we can serve our country is plentiful and 
delighting. The following books will arm the pupils 
with zeal for service. 

Heroes of Everyday Life, Fanny E. Coe. Ginn & Co. 
Duty, Samuel Smiles, chap, vii (on the sailor's cour- 
age). Harper Brothers. 
An American Book of Golden Deeds, James Baldwin. 

American Book Co. 
Lessons for Junior Citizens, Mabel Hill. Ginn & Co. 
School Speaker and Reader, William De Witt Hyde. 
Ginn & Co. Sections on "American History," 
"Patriotism," "Enterprise," and "Courage." 



GRADE V: THE NATION 229 

THE ARMY OF PEACE ^ 

CHARLES F. DOLE 

The thousands of men and women who serve our 
Government form an army; but it is an army of peace 
and not of war. It is not to frighten men, but to help 
and benefit them. It is not for the good of Americans 
alone, but for the good of all people. 

What kind of a man do we need for a soldier? He 
must be brave and obedient; he must not serve for pay, 
nor for a pension, nor to get honor for himself, nor in 
order to be promoted to a higher office. He must serve, 
as Washington and Grant served, simply for the sake 
of helping his country. They were not soldiers in order 
to get their living out of the country, but because the 
country needed them. They were soldiers for the sake 
of the welfare of the people. 

The country needs the same kind of men for its army 
of peace. It wants obedient and faithful men to keep its 
accounts and to carry its mails. It wants kind and 
courteous men in its offices, who will do their best for the 
convenience of its people. It wants fearless and upright 
judges who will do no wrong. It wants friendly men in 
the Indian agencies to help the Indians to become 
civilized. It wants men of courage in its lighthouses and 
at the life-saving stations. Our Government cannot 
really bear to have mean and seffish men anywhere, but 
it needs men, as good as the very best soldiers, who are 
in its service for the sake of their country. 

What does a good soldier desire more than anything 
else? He desires that the cause of his country shall suc- 
ceed. What does every good American wish most of all? 
He wishes that his work may make his country richer 
and happier. He wishes to leave his country better for 
his having served her. 

» From The Young Citizen. Copyright, 1899, by D. C. Heath & Co. Used by per- 
mission. 



GRADE VI 

AMERICAN IDEALS 

By fanny E. COE 
INTRODUCTION 

It is a truism to-day that a king should be the serv- 
ant of his people. A thousand years ago there hved in 
England a ruler who believed this truth. He founded 
schools, wrote books, and made just laws for his people. 
For this reason King AKred is called to this day the 
Great. 

How is it in America to-day? Who is the ruler of the 
country, and what lofty ideal shines before him? In 
America, as in all democracies, the ruler is the individual 
voter, the everyday man with a ballot in his hand. Mil- 
lions here ascend to "the seats of the mighty" by reason 
of the power vested in the free American franchise. 

The menace of America to-day is the selfishness of the 
individual voter. If his power is used to exploit his 
country for himself, to promote those enterprises that 
will enrich him at the expense of the rest of the nation, 
then the outlook for America is dark, indeed. Much sel- 
fishness is due to thoughtlessness. If future American 
rulers can be trained to large and generous views, a great 
step will have been taken toward national prosperity. 

What pains are taken in the education of a young 
prince! Tutors are selected with the utmost care to 



GRADE VI: AMERICAN IDEALS 231 

insure the best instruction in history, language, political 
economy, and the fine arts; teachers of riding, fencing, 
and dancing develop the body; every moment of the 
day is planned with scientific efficiency. It is of the ut- 
most importance to the nation that its future ruler and 
leader shall possess a mind trained largely and gener- 
ously. He must manifest in himself the ideals of his 
nation. 

The American ideal, as it has come down to us from 
the fathers, is a lofty one. Washington, Franklin, 
Samuel Adams, Jefferson set the standard of unflinching 
service for others. Abraham Lincoln revealed the same 
spirit in a later day. Courage in the face of difficulties, 
loyalty to truth, sympathy and courtesy, industry and 
reverence to God and to one's fellowmen, — these have 
been American ideals since the time when the solitary 
Mayflower crossed the sea. 

These ideals must become the heritage not only of 
every American-born child, but of every ahen as well. 
They will soon become rulers with the fate of a great 
democracy in their hands. Should not their training for 
unselfish service be begun early and be continued with 
unflagging zeal.^^ Such training is the task of the common 
school. Its mission is of preeminent importance. With 
this thought in mind, the course in citizenship has 
been planned. 

The program for the sixth grade deals with Ameri- 
can ideals. The normal child of ten or eleven is still 
unconscious of self and approaches the discussion of 
graces of character with the same freedom as the child 
in the primary school. Moreover, he is keenly interested 
in the consideration of moral traits, provided the discus- 
sion be always concrete. The course for the sixth grade 



232 A COURSE IN CITIZENSHIP 

follows the general plan of the book. The program for 
each month may form the basis of morning talks or may 
be the subject for lessons in oral or written language or 
in literature. The chief aim has been to make both text 
and stories of vital human interest. They should be 
read or told with enthusiasm, that the children may 
respond vigorously to the appeal of the story. 



SEPTEMBER: SYMPATHY AND 
COURTESY 

For the Teacher: 

MY LOVE 

JAMES RUSSELL LOWELL 

Not as all other women are 
Is she that to my soul is dear; 
Her glorious fancies come from far. 
Beneath the silver evening-star, 
A^nd yet her heart is ever near. 

Great feelings hath she of her own. 
Which lesser souls may never know; 
God giveth them to her alone, 
And sweet they are as any tone 
Wherewith the wind may choose to blow. 

Yet in herself she dwelleth not, 
Although no home were half so fair; 
No simplest duty is forgot, 
Earth hath no dim and lowly spot 
That doth not in her sunshine share. 



GRADE VI: AMERICAN IDEALS 233 

She doeth little kindnesses, 

Which most leave undone, or despise; 

For naught that sets one heart at ease. 

And giveth happiness or peace. 

Is low-esteemed in her eyes. 

She hath no scorn of common things. 
And, though she seem of other birth, 
Round us her heart intwines and clings. 
And patiently she folds her wings 
To tread the humble paths of earth. 

Blessing she is : God made her so, 
And deeds of week-day holiness 
Fall from her noiseless as the snow. 
Nor hath she ever chanced to know 
That aught were easier than to bless. 

For the Class : 

There is always somebody to smile at; somebody to 
stretch out a hand to. 

Suggestions for morning talks 

To be sympathetic you should put yourself in another's 
place and try to think which words and acts will be 
agreeable and which will not. Not only a kind heart 
but an understanding mind is needed for perfect 
sympathy. 

Courtesy is kindly feehng manifesting itself in word and 
deed. 

Illustrate courtesy of word with: — 

"Just the Time to be Pleasant," George F. Bass, in 

Quotations and Select Stories. A. Flanagan Co. 
"The Twelve Months," in Stories Children Lcwe^ 
Welch. Dodge PubUshing Co. 



234 A COURSE IN CITIZENSHIP 

"That is Nothing to Me," Gertrude Sellon, in Stories 
Children Love. Dodge Publishing Co. 

"The Boy's Manner," Laura E. Richards, Five Minute 
Stories. Dana Estes Co. 

"Go and Come," Laura E. Richards, The Golden Win- 
dows. Little, Brown & Co. 
Illustrate courtesy of deed with : — 

"Somebody's Mother," Anonymous. Grade II, p. 73. 

"The Wilderness Preacher," James Baldwin, An 
American Book of Golden Deeds. American Book 
Co. 

"The Landlord's Mistake," James Baldwin, Fifty 
Famous People. American Book Co. 

"The Miraculous Pitcher," Hawthorne, Wonder 
Book. R.L.S. No. 17. Houghton Mifflin Co. 

Yussouf, James Russell Lowell, R.L.S. No. X. Hough- 
ton Mifflin Co. 
Some opportunities to express courtesy : — 

Remove your cap when meeting girls and women 
whom you know. 

Be sure to recognize your friends upon the street. 
Some boys seem to look past or around them. Be 
helpful in directing strangers, especially foreigners. 
Do not laugh if their speech or bearing seems pecu- 
liar to you. You would seem as strange to them in 
their native place. 

Boys who are polite in their homes are sometimes dis- 
courteous upon the street. To snowball teamsters, 
to brush suddenly against elderly persons, to trip up 
little children, are acts unbecoming a gentleman. 

In a public gathering be quiet in manner. To stamp, 
shout, or whistle is discourteous, as it disturbs the 
rest of the audience. 



GRADE VI: AMERICAN IDEALS 235 

The making of unnecessary noise anywhere, and at 

any time, shows want of thought for the comfort of 

others. The gentleman is quiet of voice and action. 

Be thoughtful for the new pupil or the lonely child. 

Help him to understand the schoolroom laws and 

lessons and include him in your games at recess. 

Try to make him happy in the school and on the 

playground. 

The persons to whom you should pay the very highest 

courtesy are those in your own homes. If your best 

manners are in everyday use there, you will never 

be rude or awkward with strangers. Emerson says: 

"Eat at your own table as you would eat at the 

table of a king." 

A polite boy or girl makes hourly use of the courteous 

phrases, "thank you," "please," "pardon me," 

"you are welcome," etc. 

The very time to be helpful and pleasant is when 

others are tired and perhaps cross. 
Be glad when good fortune comes to your friends and 
show that you are glad. People who are the first to 
sympathize in sorrow or in misfortune are some- 
times strangely reluctant to express pleasure at a 
friend's success. 
Let us not wait to see how some one else is going to 
treat us, but let us determine to act first, to invite 
the other's friendliness by first offering our own. 
To be courteous upon the street, — Walk on the right 
side of the sidewalk. Do not turn a short corner going 
in the wrong direction. Do not stop to talk in the mid- 
dle of a crowded sidewalk. Do not take up the whole 
sidewalk by walking with a large group of your 
friends. Do not rush out of a doorway into a crowded 



236 A COURSE IN CITIZENSHIP 

street without looking. Do not carry an umbrella 
crosswise in a crowd. 
Tell the story of Lincoln and the little girl's belated 
trunk. 



A DAY WITH A COURTEOUS MOTHERS 

HELEN HUNT JACKSON 

During one of last summer's hottest days I sat in a 
railway car near a mother and four children who were 
so happy together that watching them was enough to 
make one forget the discomforts of the journey. It was 
plain that they were poor, but the mother's face was one 
which it gave you a sense of rest to look upon — it was 
so earnest, tender, true, and strong. The children — 
two boys and two girls — were all under the age of 
twelve, and the youngest could not speak plainly. 

In the course of the day it was often necessary for the 
mother to deny requests and ask services, especially of 
the eldest boy; but no girl, anxious to please a lover, 
could have done either with a more tender courtesy. She 
had her reward; for no lover could have been more 
tender and manly than was this boy of twelve. 

Their lunch was simple and scanty; but it had the 
grace of a royal banquet. At the last the mother pro- 
duced three apples and an orange, of which the chil- 
dren had not known. The orange was evidently a great 
rarity. I watched to see if this test would bring out 
selfishness. There was a little silence, just the shadow 
of a cloud. The mother said, "How shall I divide this? 
There is one for each of you; and I shall be best off of 
all, for I expect big tastes from each of you." 

**0h, give Annie the orange. Annie loves oranges," 

1 Abridged from Bits of Talk about Home Matters. Copyright, 1873, by Roberts 
Brothers. 



GRADE VI: AMERICAN IDEALS 237 

spoke out the oldest boy, with a sudden air of a con- 
queror, and at the same time taking the smallest and 
worst apple for himself. 

"Oh, yes, let Annie have the orange," echoed the 
second boy, nine years old. 

**Yes, Annie may have the orange, because she is a 
lady and her brothers are gentlemen," said the mother 
quietly. 

There was a merry contest as to who should feed the 
mother with the largest and most frequent mouthfuls. 
Then Annie pretended to want apple, and exchanged 
thin golden strips of orange for bites out of the cheeks of 
Baldwins. 

At noon we had to wait for two hours on a narrow, hot 
platform. The oldest boy held the youngest child and 
talked to her, while the tired mother closed her eyes and 
rested. Now and then he looked over at her and then at 
the baby; and at last he said confidentially to me, 
"Isn't it funny to think I was ever so small as this 
baby! And papa says that then mamma was almost a 
little girl herself." 

The two other children were toiling up the banks of 
the railroad, picking daisies, buttercups, and sorrel. 
Soon the bunches were almost too big for their little 
hands. "Oh, dear," I thought, "that poor tired woman 
can never take those great bunches in addition to all her 
bundles and bags." I was mistaken. 

"Oh, thank you, my darlings. Poor, tired little 
flowers, how thirsty they look. If they will only keep 
alive till we get home, we will make them very happy in 
some water, won't we.^ And you shall put one bunch by 
papa's plate and one by mine." 

Sweet and happy, the children stood thrilling with 
compassion for the drooping flowers and with dehght in 
their gift. Then the train came; soon it grew dark and 
little Annie's head nodded. Then I heard the mother say 



238 A COURSE IN CITIZENSHIP 

to the oldest boy, "Dear, are you too tired to let little 
Annie put her head on your shoulder and take a nap? 
We shall get her home in much better case to see papa if 
we can manage to give her a little sleep.*' 

Soon came the city, the final station with its bustle and 
noise. I lingered to watch my happy family. In the 
hurry of picking up the parcels the poor daisies and but- 
tercups were forgotten. I wondered if the mother had 
not intended this, but, a few minutes after, I passed the 
group, just outside the station, and heard the mother 
say, "Oh, my darlings, I have forgotten your pretty 
bouquets. I am so sorry; I wonder if I could find them. 
Will you stand still here if I go?" 

"Oh, mamma, don't go. We will get you some more," 
cried all the children. 

"Here are your flowers, madam," said I. "I took 
them as mementos of you and your sweet children." 

She blushed and thanked me sweetly, saying, "I was 
very sorry about them. And I think they will revive in 
water. They cannot be quite dead." 

"They will 7iever die," said I with an emphasis that 
went from my heart to hers, and we shook hands and 
smiled as we parted. 

OCTOBER: HONESTY 

For the Teacher: 

CONSTANCY 

GEORGE HERBERT 

Who is the honest man? 
He that doth still and strongly good pursue, 
To God, his neighbor, and himself most true: 

Whom neither force nor fawning can 
Unpin, or wrench from giving all their due. 



GRADE VI: AMERICAN IDEALS 239 

Whose honesty is not 
So loose or easy, that a ruffling wind 
Can blow away, or glittering look it blind; 

Who rides his sure and even trot, 
While the world now rides by, now lags behind. 

Suggestions for morning talks 

In the widest sense, honesty is the same as truthfulness. 
In a narrower sense, honesty is "that sense of right 
which makes it impossible to take or to use that which 
does not rightly belong to us." 

Read *' Barbara S ," by Charles Lamb, R.L.S. No. 

79 (Houghton Mifflin Co.), and "The Honest 
Farmer," from Ethics for Children, by Ella Lyman 
Cabot (Houghton Mifflin Co.). Let the class recall 
illustrations of Lincoln's honesty. In material things : 
the story of the pound of tea, of the wrong change, of 
the damaged Life of Washington, of the post-office 
money. In intellectual matters: giving up cases in 
court when convinced that his chent was guilty, ask- 
ing Douglas "the question" that lost the senator- 
ship. 

To be honest you must: do all your home tasks thor- 
oughly; prepare your lessons faithfully without 
copying or cribbing from another's exercise; play 
fairly, without cheating or taking unfair advantage 
in games or sports (here explain the "true sporting 
spirit"); show respect for property not your own; (a) 
by treating borrowed articles as carefully as if they 
were your own (city textbooks, desks, chairs; Pubhc 
Library books); (b) by returning borrowed articles 
promptly. 

What is the right course of procedure upon finding a 



240 A COURSE IN CITIZENSHIP 

lost article — on the school premises, in the street, on 
an electric car? 
If you have injured property, own up frankly to the 
broken window, the broken fence, the trampled 
flower-bed. To run away is cowardly; to face the 
owner and offer what amend you can is manly and 
honest. So small a sum as a nickel may test a person's 
honesty. He who tries to escape paying the carfare 
and so get something for nothing, proves himself dis- 
honest. 

MR. LEE'S PLUMBER 1 

GERALD STANLEY LEE 

If everybody in the world could know my plumber or 
pay a bill to him, the world would soon begin, slowly 
but surely, to be a different place. 

The first time I saw B 1 had asked him to arrange 

with regard to putting new water-pipes from the street 
to my house. The old ones had been put in years before, 
and the pressure of water in the house, apparently from 
rust in the pipes, had become very weak. After a 

minute's conversation I at once engaged B to put 

in the new and larger pipes, and he agreed to dig open 
the trench (about two hundred feet long and three feet 
deep) and put the pipes in the next day for thirty-five 
dollars. The next morning he appeared as promised, but 
instead of going to work he came into my study, stood 
there a moment before my eyes, and quietly but firmly 
threw himself out of his job. 

There was no use in spending thirty-five dollars, he 
said. He had gone to the City Water Works Office, and 
told them to look into the matter and see if the connec- 
tion they had put in at the junction of my pipe with the 

* From "Advertising Goodness," in Everybody's Magazine. The Eidgeway Co. 



GRADE VI: AMERICAN IDEALS 241 

main in the street did not need attention. They had 
found that a new connection was necessary. They 
would see that a new one was put in at once — they 
were obliged to do it for nothing, he said; and then, slip- 
ping (figuratively speaking) thirty-five dollars into my 
pocket, he bowed gravely and was gone. 

Now B knew absolutely and conclusively (as any 

one would with a look) that I was not the sort of person 
who would ever have heard of that blessed little joint 
out in the street, or who ever would hear of it — or who 
would know what to do with it if he did. 

Sometimes I sit and think of B in church, or at 

least I used to, especially when his bill had just come in. 
It was always a pleasure to think of paying one of 

B 's bills — even if it was sometimes a postponed 

one. You always know, with B that he had made 

that bill out to you as if he had been making out a bill 
to himself. 

Not such a bad thing to think about during a sermon. 

NOVEMBER: COURAGE TO OVER- 
COME DIFFICULTIES 

For the Teacher: 

EPILOGUE TO ASOLANDO 

ROBERT BROWNING 

One who never turned his back but marched breast 
forward. 
Never doubted clouds would break, 
Never dreamed, though right were worsted, wrong 

would triumph. 
Held we fall to rise, are baffled to fight better. 
Sleep to wake. 



242 A COURSE IN CITIZENSHIP 

No, at noonday in the bustle of man's work-time 

Greet the unseen with a cheer ! 
Bid him forward, breast and back as either should be, 
"Strive and thrive!" cry, "Speed, fight on, fare ever 
There as here!" 

Suggestions for morning talks 

Read the story of George Rogers Clark's February 
march across the flooded country to capture Vin- 
. cennes. The best version is in Winston Churchill's 
The Crossing. The Macmillan Co. 

Read or tell of Fulton building the steamboat; Morse 
inventing the telegraph; Washington crossing the 
Delaware; Grenfell adrift on an icepan. See Wilfred 
Grenfell's Adrift on an Icepan, R.L.S. No. 230. 
Houghton Mifflin Co. 

Recite a portion of Arthur H. Clough's "Hope Evermore, 
O Man," from Poems. The Macmillan Co. These 
illustrations show that man has conquered and may 
continue his conquest of the physical world around 
him. 

Sketch the lives of Laura Bridgman and Helen Keller. 
Laura Bridgman, Dr. Howe's Famous Pupil, and what 
he taught her, by Maude Howe Elliott and Florence 
Howe Hall. Little, Brown & Co. The Story of My 
Life, by Helen A. Keller. Doubleday, Page & Co. 

Consider, with the class, Lincoln's efforts to gain an 
education. Let them tell of the purchase of the 
grammar, the lists of difficult words or extracts 
written upon the cabin walls; the constant study by 
the fire, on any fence, at the mill while waiting for 
the corn to be ground, etc. Give a brief account of the 
rewriting by Carlyle of The French Revolution. These 



GRADE VI: AMERICAN IDEALS 243 

illustrations show that man can conquer difficulties of 
the mind. 
Tell the stories of David and Goliath; of Moses, the 
meek, at the Court of Pharaoh; and of Daniel in the 
lion's den. Tell of Abraham Lincoln's heavy responsi- 
bilities during our Civil War. These show that man 
can conquer moral difficulties. 
Almost all cases of courage illustrate the conquest of more 
than one type of difficulty. For example, Grace Dar- 
ling illustrates both physical and moral victory. 
See James Baldwin's Fifty Famous Stones Retold, 
American Book Co. 
To overcome difficulties develops a manly character. 
Weakness is developed by yielding to temptation. 
Every day try to do some one hard task. This will 
make you strong. 
Stories of the courage of children in overcoming diffi- 
culties are: 
"The Little Postboy," Bayard Taylor, from Boys of 

Other Countries. G. P. Putnam's Sons. 
"Nellie in the Lighthouse." St, Nicholas^ vol. iv, p. 

577. The Century Co. 
"Little Agnes's Adventure," Margaret Brenda. Our 

Young Folks, vol. vii. Ticknor & Fields. 
"The Sardinian Drummer Boy," Edmondo de Amicis, 
from Cuore. T. Y. Crowell & Co. 
Study: Edward R. Sill's "Opportunity," from Poems. 
Houghton, Mifflin Co. 
Arthur H. Clough's "Say not the Struggle 
naught Availeth," from Poems. The Mac- 
millan Co. 
Jean Ingelow's "Winstanley." Roberts Broth- 
ers. 



244 A COURSE IN CITIZENSHIP 

AT YOUR SERVICE 1 

BERTON BRALEY 

Here we are, gentlemen; here's the whole gang of us. 

Pretty near through with the job we are on; 
Size up our work — it will give you the hang of us — 

South to Balboa and north to Colon. 
Yes, the canal is our letter of reference; 

Look at Culebra and glance at Gatun; 
What can we do for you — got any preference. 

Wireless to Saturn or bridge to the moon? 

Don't send us back to a life that is flat again. 

We who have shattered a continent's spine; 
Office work — Lord, but we could n't do that again! 

Have n't you something that's more in our line? 
Got any river they say is n't crossable? 

Got any mountains that can't be cut through? 
We specialize in the wholly impossible, 

Doing things "nobody ever could do!" 

Take a good look at the whole husky crew of us. 

Engineers, doctors, and steam-shovel men; 
Taken together you '11 find quite a few of us 

Soon to be ready for trouble again. 
Bronzed by the tropical sun that is blistery, 

Chockful of energy, vigor, and tang. 
Trained by a task that's the biggest in history. 

Who has a job for this Panama gang? 

JONES AND SAUSAGE 2 

THOMAS DREIEB 

I should also like to tell you the story of Jones — the 
story of one of the biggest men who will attend this con- 

1 From Collier's Weekly. 

* From The Outlook, July 5, 1913. Extract from sermon preached in Baltimore at 
the convention of Associated Advertising Clubs of America. 



GRADE VI: AMERICAN IDEALS 245 

vention — the story of Milo C. Jones, of Fort Atkinson, 
Wisconsin. They tell us of the housemaid who went 
singing about her work, and when asked why she was so 
happy she replied that she was sweeping the floor to the 
glory of God. If you asked Jones to tell you why he is a 
great man, he would grunt a very grunty grunt at you 
and enter a general denial of the charge. But I, who 
know him and the work he has done, can tell you that 
Jones is a great man because he made sausage for his 
neighbors to the glory of God, and has always used what 
he had to get what he needed in order that he might 
express himself in greater service to his fellows. 

Thirty years ago Jones was a physical giant, able to 
hold his own in any test where agility and strength were 
needed. He could run, jump, play baseball, thump a 
piano, and was able to pass with high honors the en- 
trance examination to West Point. He wanted to 
become an engineer. So, just to pass the waiting months 
away and keep his mind fitted with a razor edge, he took 
special work in the local school, met the girl, who was a 
teacher there, married her the following year — and the 
West Point dream slipped away into the land of unborn 
things. And Jones, in addition to his farm work, did 
surveying for the neighbors. One day, when ten miles 
from home, he waded in an icy stream, neglected to 
change his socks — and the next morning his toes tingled. 
The morning after his limbs were stiff. On the third 
Jones was flat on his back — and he remained there for 
nearly seven years. 

His life was changed. His body was gone. He could 
do none of the work for which he had been trained. Like 
Robinson Crusoe, he was on a desert island. And he, 
like Robinson, used what he had to get what he needed. 
His body was tortured and twisted by rheumatism. But 
his brain was active. They say that a man is worth a 
dollar and a half from his neck down, but that he may be 



246 A COURSE IN CITIZENSHIP 

worth any amount from his neck upward. Jones had and 
has a million-dollar brain. The first thing he did was 
to discover his resources. His family needed to live. 
Money was wanted. "To get money or anything else," 
said Jones, "we must supply some great human need, 
and fill that need better than any one else." His parents 
had made sausage after a special recipe for themselves. 
The neighbors, to whom the Joneses had given gen- 
erously, also liked it. "Let us make sausage," said 
Jones, — "make it for our neighbors, but sell it instead 
of giving it away." And they did. And now Jones finds 
his neighbors scattered all over the country, and his out- 
put is away over five hundred thousand dollars a season. 
Success came to Jones because he was a man of brains, 
with grit, with determination, and because he used what 
he had to render satisfactory service to his neighbors. 

DECEMBER: REGARD FOR THE 
TRUTH 

For the Teacher: 

SOCIAL AIMSi 

RALPH WALDO EMERSON 

And yet there are trials enough of nerve and charac- 
ter, brave choices enough of taking the part of truth and 
of the oppressed against the oppressor, in privatest 
circles. A right speech is not well to be distinguished 
from action. Courage to ask questions; courage to ex- 
pose our ignorance. The great gain is, not to shine, not 
to conquer your companion, — then you learn nothing 
but conceit — but to find a companion who knows what 
you do not; to tilt with him and be overthrown, horse 

1 From Letters and Social Aims. Hougbtoa Mifflin Co. 



GRADE VI: AMERICAN IDEALS 247 

and foot, with utter destruction of all your logic and 
learning. There is a defeat that is useful. Then you can 
see the real and the counterfeit, and will never accept 
the counterfeit again. You will adopt the art of war that 
has defeated you. You will ride to battle horsed on the 
very logic which you found irresistible. You will accept 
the fertile truth, instead of the solemn customary lie. 

When people come to see us, we foolishly prattle, lest 
we be inhospitable. But things said for conversation are 
chalk eggs. Don't say things. What you are stands over 
you the while, and thunders so that I cannot hear what 
you say to the contrary. 

For the Class : 

He who feeds men serveth few, 
He feeds all who dares be true. 

Emerson. 

Suggestions for morning talks 

Review the story of Damon and Pythias (James Bald- 
win, Fifty Famous Stories Retold. American Book 
Co.) All promises must be sacredly kept, unless they 
are promises to do wrong. If you think you have 
made a wrong promise and should break it, consult 
with your father or mother. 
Consider the harm that has been done by liars in certain 
historical cases : — 

Result 
The detractors of Columbus Columbus in chains 
The detractors of Washington Conway Cabal; suffering at 

Valley Forge 
The detractors of Lincoln Lincoln's hard task made 

still harder 

The direction in the courts of law is to tell the truth, the 



248 A COURSE IN CITIZENSHIP 

whole truth, and nothing but the truth. Show your 
loyalty to truth by never keeping silent when you 
should speak; never exaggerating or shading the facts 
so as to give a wrong impression; never keeping back 
. a part of the facts; never repeating evil which you 
have heard about another and which you do not know 
to be true. A person who does this is a slanderer. To 
tell falsehoods in fun is wrong, for we may be believed. 

"To deny a fault, doubles it." Read Maria Edge- 
worth's "Making Excuses," in Ethics for Children, 
Ella Lyman Cabot (Houghton Mifflin Co.); also 
"The Little Persian," adapted by Mrs. Charles A. 
Lane, in The First Book of Religion (Unitarian Sunday 
School Society). 

Do not shirk a difficulty in any lesson by pretending to 
understand. Very noble lives have been spent in seek- 
ing for truth. 

We should be careful always to keep our minds ready 
to welcome gladly all new truth. 

"LITTLE SCOTCH GRANITE " ^ 

ANONYMOUS 

Bert and John Lee were delighted when their little 
Scotch cousin came to live with them. He was little, but 
very bright and full of fun. He could tell some curious 
things about his home in Scotland and his voyage across 
the ocean. He was as far advanced in studies as they 
were, and, the first day he went to school, they thought 
him remarkably good. He wasted no time in play when 
he should have been studying, and he advanced finely. 

Before the close of school, the teacher called the roll, 

* From White's School Managejoent. By permission of the American Book Co.i 
Publishers. 



GRADE VI: AMERICAN IDEALS 249 

and the boys began to answer "Ten." When Willie un- 
derstood that he was to say "ten" if he had not whis- 
pered during the day, he replied, "I have whispered." 
"More than once?" asked the teacher. "Yes, sir," an- 
swered Willie. "As many as ten times .'^" "Yes, sir." 
"Then I shall mark you zero," said the teacher sternly, 
"and that is a great disgrace." 

"Why, I did not see you whisper once," said John 
after school. "Well, I did," said Willie. "I saw others 
doing it, and so I asked to borrow a book, then I asked a 
boy for a slate pencil, another for a knife, and I did 
several such things. I supposed it was allowed." "Oh, 
we all do it," said Bert, reddening. "There isn't any 
sense in the old rule, and nobody can keep it; nobody 
does." "I will, or else I will say I have n't," said Willie. 
"Do you suppose I will tell ten lies in one heap? " "Oh, 
we don't call them lies," muttered John. "There 
would n't be a credit among us at night if we were so 
strict." " What of that, if you tell the truth? " said Willie 
bravely. 

In a short time the boys all saw how it was with 
Willie. He studied hard, played with all his might in 
playtime, but, according to his reports, he lost more 
credits than any of the rest. After some weeks, the boys 
answered "Nine" and "Eight" oftener than they used 
to; and yet the schoolroom seemed to have grown 
quieter. Sometimes, when Willie Grant's mark was 
lower than usual, the teacher would smile peculiarly, but 
said no more of disgrace. Willie never preached at them 
or told tales; but somehow it made the boys ashamed of 
themselves, to see that this sturdy, blue-eyed Scotch boy 
must tell the truth. It was putting the clean cloth by 
the half-soiled one, you see; and they felt like cheats and 
story-tellers. They talked him all over, and loved him, 
if they did nickname him "Scotch Granite," he was so 
firm about a promise. 



250 A COURSE IN CITIZENSHIP 

At the end of the term, Willie's name was very low 
down on the credit list. When it was read, he had hard 
work not to cry; for he was very sensitive, and had tried 
hard to be perfect. But the very last thing that closing 
day was a speech by the teacher, who told of once seeing 
a man muffled up in a cloak. He was passing him with- 
out a look, when he was told that the man was General 
, the great hero. "The signs of his rank were hid- 
den, but the hero was there," said the teacher. "And 
now, boys, you will see what I mean, when I give a pres- 
ent to the most faithful boy in school, the one who 
really stands highest in deportment. Who shall have 
it?" 

"Little Scotch Granite!" shouted forty boys at once; 
for the boy whose name was so low on the credit list had 
made truth noble in their eyes. 



JANUARY: REVERENCE 

For the Teacher: 

SONNET 1 

JAMES RUSSELL LOWELL 

"For this true nobleness I seek in vain. 
In woman and in man, I find it not; 
I almost weary of my earthly lot. 
My life-springs are dried up with burning pain." 
Thou find'st it not? I pray thee look again. 
Look inward through the depths of thine own soul. 
How is it with thee? Are those sound and whole? 
Doth narrow search show thee no earthly stain? 
Be noble ! and the nobleness that lies 
In other men, sleeping, but never dead, 

1 From Complete Poetical Works. Houghton Mifflin Co. 



GRADE VI: AMERICAN IDEALS 251 

Will rise in majesty to meet thine own; 
Then wilt thou see it gleam in many eyes, 
Then will pure light around thy path be shed, 
And thou wilt nevermore be sad and lone. 

Suggestions for morning talks 

Have pupils recite Whittier's "Barbara Frietchie" 
(R.L.S. No. X, Houghton Mifflin Co.), asking the 
class to discover three kinds of reverence. These 
are: Barbara Frietchie's reverence for the flag; Stone- 
wall Jackson's reverence forage; Stonewall Jackson's 
reverence for heroic action. 

Read the story of King David and the water from the 
well of Bethlehem (1 Chron. xi, 15-20), again asking 
the class to discover three kinds of reverence. These 
are : The reverence of the soldiers for their king that 
inspired them to risk their Hves for his slight wish; 
the reverence of David for the heroic action of his 
men; the reverence of David for God, 

Read The Man Without a Country, by Edward Everett 
Hale (Little, Brown & Co.), to illustrate reverence for 
country. Read Charles Lamb's " King Lear" (R.L.S. 
No. 65, Houghton Mifflin Co.), to illustrate reverence 
for parents. 

We should show reverence to our parents; old people; 
heroes; our rulers; our flag; our country. By obedi- 
ence and loyalty we show reverence to our parents. 
By respectful words and manners, and quick and 
cheerful service we show reverence for age. By grate- 
ful acknowledgments of their services we show rever- 
ence for heroes. By refraining from needless criticism 
and by prompt obedience to law we show reverence to 
our rulers. By taking off our hats in the presence of 



252 A COURSE IN CITIZENSHIP 

the flag, and by standing when our national anthem is 
sung, we show reverence to the emblems of our country. 

Read " The Flag Goes By," Henry H. Bennett. R.L.S. 
No. CC, Houghton Mifflin Co. 

By obedience to law, by living worthy lives, and by 
cherishing in ourselves and in others the best ideals 
for the United States we show reverence for our 
country. 

KING UMEERTO i 

Edmondo de Amicis 

At ten o'clock precisely my father saw from the win- 
dow Coretti, the wood-seller, and his son waiting for me 
in the square, and said to me: — 

"There they are, Enrico; go and see your king." 

I went like a flash. Both father and son were even 
more alert than usual, and they never seemed to me to 
resemble each other so strongly as this morning. The 
father wore on his jacket the medal for valor between 
two commemorative medals, and his mustaches were 
curled and as pointed as two pins. 

We at once set out for the railway station, where the 
king was to arrive at half-past ten. Coretti, the father, 
smoked his pipe and rubbed his hands. "Do you 
know," said he, "I have not seen him since the war of 
'sixty-six? A trifle of fifteen years and six months. 
First, three years in France, and then at Mondovi, and 
here, where I might have seen him, I have never had 
the good luck of being in the city when he came. Such 
a combination of circumstances!" 

1 Translated by Isabel F. Hap:?ood. Reprinted by arrangement with Thomas Y. 
Crowell Company, New York, Publishers. 



GRADE VI: AMERICAN IDEALS 253 

He called the King "Umberto," like a comrade. 

Umberto commanded the sixteenth division; Umberto 
was twenty-two years and so many days old; Umberto 
mounted a horse thus and so. 

"Fifteen years!" he said vehemently, accelerating 
his pace. " I really have a great desire to see him again. 
I left him a prince; I see him once more, a king. And 
I, too, have changed. From a soldier I have become a 
hawker of wood." And he laughed. 

His son asked him, "If he were to see you, would he 
remember you?" 

He began to laugh. 

"You are crazy!" he answered. "That's quite an- 
other thing. He, Umberto, was one single man; we were 
as numerous as flies. And then, he never looked at us 
one by one." 

We turned into the Corso Vittorio Emanuele; there 
were many people on their way to the station. A com- 
pany of Alpine soldiers passed with their trumpets. 
Two armed pohcemen passed by on horseback at a 
gallop. The day was serene and brilhant. 

"Yes!" exclaimed the elder Coretti, growing ani- 
mated, "it is a real pleasure to see him once more, the 
general of my division. Ah, how quickly I have grown 
old! It seems as though it were only the other day 
that I had my knapsack on my shoulders and my gun 
in my hands, at that affair of the 24th of June, when 
we were on the point of coming to blows. Umberto was 
going to and fro with his officers, while the cannon were 
thundering in the distance; and every one was gazing 
at him and saying, *May there not be a bullet for him 
also!' I was a thousand miles from thinking that I 
should soon find myseK so near him, in front of the 



254 A COURSE IN CITIZENSHIP 

lances of the Austrian uhlans; actually, only four paces 
from each other, boys. That was a fine day; the sky was 
like a mirror; but so hot! Let us see if we can get in." 

We had arrived at the station; there was a great 
crowd, — carriages, policemen, carabineers, societies 
with banners. A regimental band was playing. The 
elder Coretti attempted to enter the portico, but he was 
stopped. Then it occurred to him to force his way into 
the front row of the crowd which formed an opening 
at the entrance; and making way with his elbow, he 
succeeded in thrusting us forward also. But the throng 
flung us hither and thither a little. The wood-seller got 
his eye upon the first pillar of the portico, where the 
police did not allow any one to stand. "Come with 
me," he said suddenly, dragging us by the hand; and he 
crossed the empty space in two bounds, and went and 
planted himself there, with his back against the wall. 

A police brigadier instantly hurried up and said to 
him, "You can't stand here." 

"I belong to the fourth battalion of forty-nine," re- 
plied Coretti, touching his medal. 

The brigadier glanced at it, and said, "Remain." 

"Did n't I say so!" exclaimed Coretti triumphantly; 
"it's a magic word, that fourth of the forty-ninth! 
Have n't I the right to see my general, — ■ I, who was 
in that squadron? I saw him close at hand then; it 
seems right that I should see him close at hand now. 
And I say general! He was my battalion commander 
for a good half -hour; for at such moments he com- 
manded the battalion himself, while it was in the heart 
of things, and not Major Ubrich, by Heavens ! " 

In the meantime, in the reception-room and outside, 
a great mixture of gentlemen and officers was visible, 



GRADE VI: AMERICAN IDEALS ^55 

and in front of the door, the carriages, with the lackeys 
dressed in red, were drawn up in a Hne. 

Coretti asked his father whether Prince Umberto had 
his sword in his hand when he was with the regiment. 

"He would certainly have had his sword in his 
hand," the latter replied, "to ward off a blow from a 
lance, which might strike him as well as another. Ah! 
those unchained demons! They came down on us like 
the wrath of God; they descended on us. They swept 
between the groups, the squadrons, the cannon, as 
though tossed by a hurricane, crushing down every- 
thing. There was a whirl of light cavalry of Alessan- 
dria, of lancers of Foggia, of infantry, of sharpshooters, 
a pandemonium in which nothing could any longer be 
understood. I heard the shout, *Your Highness! your 
Highness!' I saw the lowered lances approaching; we 
discharged our guns; a cloud of smoke hid everything. 
Then the smoke cleared away. The ground was cov- 
ered with horses and uhlans, wounded and dead. I 
turned round, and beheld in our midst Umberto, on 
horseback, gazing tranquilly about, with the air of 
demanding, *Have any of my lads received a scratch.'^ ' 
And we shouted to him, * Hurrah!' right in his face, 
like madmen. Heavens, what a moment that was! 
Here's the train coming!" 

The band struck up; the officers hastened forward; 
the crowd elevated themselves on tiptoe. 

"Eh, he won't come out in a hurry," said a police- 
man; "they are presenting him with an address now." 

The elder Coretti was beside himself with impatience. 

"Ah! when I think of it," he said, "I always see him 
there. Of course, there is cholera and there are earth- 
quakes; and in them, too, he bears himself bravely; 



256 A COURSE IN CITIZENSHIP 

but I always have him before my mind as I saw him 
then, among us, with that tranquil face. I am sure that 
he too recalls the fourth of the forty-ninth, even now 
that he is King; and that it would give him pleasure 
to have for once, at a table together, all those whom 
he saw about him at such moments. Now, he has gen- 
erals, and great gentlemen, and courtiers; then, there 
were none but us poor soldiers. If we could only ex- 
change a few words alone! Our general of twenty-two; 
our prince, who was entrusted to our bayonets ! I have 
not seen him for fifteen years. Our Umberto! that's 
what he is ! Ah ! that music stirs my blood, on my word 
of honor.'* 

An outburst of shouts interrupted him; thousands 
of hats rose in the air; four gentlemen dressed in black 
got into the first carriage. 

"'Tis he!" cried Coretti, and stood as though en- 
chanted. 

Then he said softly, "Madonna mia, how gray he has 
grown!" 

We all three uncovered our heads; the carriage ad- 
vanced slowly through the crowd, who shouted and 
waved their hats. I looked at the elder Coretti. He 
seemed to have become taller, graver, rather pale, and 
fastened bolt upright against the pillar. 

The carriage arrived in front of us, a pace distant 
from the pillar. "Hurrah!" shouted many voices. 

"Hurrah!" shouted Coretti, after the others. 

The King glanced at his face, and his eye dwelt for 
a monient on his three medals. 

Then Corretti lost his head, and roared, "The fourth 
battalion of the forty-ninth!" 

The King who had turned away, turned towards us 



GRADE VI: AMERICAN IDEALS 257 

again, and looking Coretti straight in the eye, reached 
his hand out of the carriage. 

Coretti gave one leap forwards and clasped it. The 
carriage passed on; the crowd broke in and separated 
us; we lost sight of the elder Coretti. But it was only 
for a moment. We found him again directly, panting, 
with wet eyes, calling for his son by name, and holding 
his hand on high. His son flew towards him, and he 
said, "Here, little one, while my hand is still warm!" 
and he passed his hand over the boy's face, saying, 
"This is a caress from the King." 
- And there he stood, as though in a dream, with his 
eyes fixed on the distant carriage, smiling, with his 
pipe in his hand, in the centre of a group of curious peo- 
ple, who were staring at him. "He's one of the fourth 
battalion of the forty-ninth!" they said. "He is a sol- 
dier that knows the King." "And the King recognized 
him." "And he offered him his hand." 

"He gave the King a petition," said one, more 
loudly. 

"No," replied Coretti, whirling round abruptly; "I 
didnot give him any petition. There is something else 
that 1 would give him, if he were to ask it of me." 

They all stared at him. 

And he said simply, "My blood." 

THE WORSHIP OF NATURE 

JOHN GREENLEAF WHITTIER 

The harp at Nature's advent strung 

Has never ceased to play; 
The song the stars of morning sung 

Has never died away. 



258 A COURSE IN CITIZENSHIP 

And prayer is made, and praise is given. 
By all things near and far; 

The ocean looketh up to heaven. 
And mirrors every star. 

|. 

The mists above the morning rills 
Rise white as wings of prayer; 

The altar-curtains of the hills 
Are sunset's purple air. 

The blue sky is the temple's arch. 
Its transept earth and air, 

The music of its starry march 
The chorus of a prayer. 

So Nature keeps the reverent frame 
With which her years began. 

And all her signs and voices shame 
The prayerless heart of man. 



FEBRUARY: SELF-CONTROL 

For the Teacher: 

THE HABIT OF HEROISM 

WILLIAM JAMES 

I may at last, as a fifth and final practical maxim 
about habits, offer something like this : Keep the faculty 
alive in you by a little gratuitous exercise every day. That 
is, be systematically heroic in little unnecessary points, 
do every day or two something for no other reason than 
its difficulty, so that, when the hour of dire need draws 
nigh, it may find you not unnerved and untrained to 
stand the test. Asceticism of this sort is like the insur- 



GRADE VI: AMERICAN IDEALS 259 

ance which a man pays on his house and goods. The tax 
does him no good at the time, and possibly may never 
bring him a return. But, if the fire does come, his having 
paid it will be his salvation from ruin. So with the man 
who has daily inured himself to habits of concentrated 
attention, energetic volition, and self-denial in unneces- 
sary things. He will stand like a tower when everything 
rocks around him, and his softer fellow-mortals are 
winnowed like chaff in the blast. ^ 

For the Class: 

He that ruleth his spirit is greater than he that taketh 
a city. 

Suggestions for morning talks 

To show self-control in deed, let the class study: — 
" The Loss of the Birkenhead," in A Book of Golden 
Deeds, Charlotte M. Yonge (The Macmillan Co.), 
and Fifty Famous Stories Retold, James Baldwin 
(American Book Co.) ; The Loss of the Titanic (daily 
papers, April 15-20, 1911), and The Loss of the SS, 
Titanic, Beesley (Houghton Miffin Co.). 

To curb one's selfish impulses so that the welfare of the 
weak and helpless may be secured is to have self- 
control. 

To show self-control in word, tell the story of Lee and 
the wounded Union soldier at Gettysburg. (See Lee, 
the American, by Gamaliel Bradford, Jr. Houghton, 
Mifflin Co.) 

To reply kindly to a taunt or gibe shows self-control. 
To bring the lesson closely home to the class tell 
either: "Coals of Fire,'* Louise Chandler Moulton, 
from Bedtime Stories (Roberts Bros.), or "Jo Meets 

* From Talks to Teachers (chapter on Habit). Henry Holt & Co. 



260 A COURSE IN CITIZENSHIP 

ApoUyon," an extract from Little Women, by Louisa 
M. Alcott (Little, Brown & Co.). These stories paint 
the struggles of a boy and girl to conquer a hot tem- 
per. Give Mrs. Moulton's story to a class of boys; 
Miss Alcott's to a class of girls. The moral of both is 
that victory or self-mastery comes as the result of 
persistent and prayerful effort. 

A boy or girl shows self-control when he eats enough 
but not too much of simple, wholesome food. A boy 
shows self-control when he refuses to smoke cigarettes 
or cigars, knowing that they are harmful to a growing 
lad. 

In a wider sense, self-control is self-direction. You con- 
trol yourself for a higher end. You must keep your 
soul on top. The man who loses his temper is always 
at a disadvantage with those who have a greater 
power of self-control. He should endeavor to direct 
his powers instead of exploding. 

Read or tell of Washington's receiving the news of St. 
Clair's defeat; of his meeting with St. Clair. (See 
George Washington, Henry Cabot Lodge, American 
Statesman Series. Houghton Mifflin Co.) 

We do not care for the goody-goody boy. We like boys 
who have plenty of force. 

Boys are like locomotives. It is good to have a full 
head of steam on, so long as the engines keep the 
track, and are properly directed. But if they run off 
the track, the more steam, the worse consequences. 
In football the boy must keep his temper, no matter 
what the situation. If he loses his self-control, the 
team is hurt; it stands less chance of victory. To 
keep his temper, let the boy or girl develop a sense 
of humor. 



GRADE VI: AMERICAN IDEALS 261 

A NIGHT'S ADVENTURE ON THE 
OHIO RIVER 1 

AN INCIDENT OF THE FLOOD OF 1832 
MARTHA M. THOMAS 

Mr. and Mrs. Martin had gone after supper to help a 
sick neighbor, leaving their daughter Sally, a girl of thir- 
teen, in charge of little Will, aged nine, and the baby; 
Mrs. Martin expected to be back late in the evening. 
The children prepared for bed; they rolled a large log on 
the fire and put a candle in the lantern. Soon they were 
fast asleep. 

Suddenly Sally was awakened by she knew not what. 
There was a groaning, creaking noise, and she thought 
she felt the house move. She sprang out upon the floor 
and ran toward the fireplace. As she reached it her feet 
splashed in water. The thought came, *' The river is up ! " 
She groped for a candle, touched it to a coal, and had a 
light. A quick glance told her the matter. The hearth 
had sunk several inches; up through the crevices came 
the water. 

Raising the window-curtain, Sally gazed out. The 
house was surrounded by water, the waves were washing 
over the doorstep; as far as her eyes could see was only 
water. Running to the bed, she shook Will. "Get up. 
Will, get up! The river is coming into the house!" 

''What are we to do? " he asked. ** We must go to the 
loft and wait until father comes," she answered. Taking 
the baby in her arms, she climbed the stairway. Then, 
wrapped in comforters, they held each other close, not 
daring to go to bed. The little clock on the mantel-shelf 
struck two. Soon after there was a great noise, as of 
something tearing away. The house swayed to and fro 

1 Abridged from Our Young Folke, vol. vn. Ticknor & Fields. 



262 A COURSE IN CITIZENSHIP 

and went down one side and up the other. The children 
clung closer to each other. A moment more and all was 
quiet again. 

Presently Sally stood up and said, "We are moving, 
Will; the house is moving!" She ran to the front win- 
dow; they were afloat on the broad Ohio. Will saw the 
terror in Sally's face. Clinging close to her, he said 
softly, "Don't cry, Sally. God will help us." Somewhat 
herself again, Sally took the baby up and fed it. Then 
she crept to the window again with Will. "It will soon 
be morning," he said. "Then the people will see us and 
come to take us away," was her reply. 

The clock had struck four. Dark objects went swiftly 
by them; every little while the house would dip and 
rock, as a log or tree struck it. Five o'clock struck and 
then six. They began to see objects distinctly in the 
dawning light. "See," cried Will, "there is a coop full 
of chickens! There is a dog-house upside down and the 
poor dog is clinging to the outside." 

With the light all Sally's energy came back to her. 
Taking the sheets off the bed, she fastened them to a 
couple of slats which she nailed to the window-sill as 
people did on the river when they wished a steamboat 
to stop. An hour passed; Sally was almost frantic. She 
had seen people making signals to them but none came 
to help. 

"We are coming to a town, this must be Cincinnati!" 
Sally leaned out the window, shrieking for aid. "Put the 
baby down. Will, and come and wave," she said. People 
saw and shouted to them, but seemed to have no power 
to reach them. The children increased their exertions, 
encouraged by the knowledge that they were seen. 
Sally brought the baby and held it up. 

Presently a large boat came towards them. Slowly 
and steadily it moved in and out, avoiding the driftwood 
floating by. Just then a huge saw-log dashed into the 



GRADE VI: AMERICAN IDEALS 263 

side of the dwelling; a shriek was given by the lookers-on 
as the children disappeared. By a few clever strokes the 
boat gained the side of the ruin. One of the crew climbed 
to the window where the children had again appeared, 
and lifted them out. A moment more and the house 
toppled over on its side. 

"I thought God would take care of us," whispered 
Will to Sally. 

MARCH: REGARD FOR CIVIC 
BEAUTY 

F(^r the Teacher: 

AMERICA THE BEAUTIFUL ^ 

KATHARINE LEE BATES 

O beautiful for spacious skies. 

For amber waves of grain, 
For purple mountain majesties 

Above the fruited plain ! 
America! America! 

God shed His grace on thee 
And crown thy good with brotherhood 

From sea to shining sea! 

O beautiful for pilgrim feet, 

Whose stern, impassioned stress 
A thoroughfare for freedom beat 

Across the wilderness ! 
America! America! 

God mend thine every flaw. 
Confirm thy soul in self-control. 

Thy liberty in law! 

* By permission of the author. 



264 A COURSE IN CITIZENSHIP 

O beautiful for heroes proved 

In liberating strife, 
Who more than self their country loved. 

And mercy more than life! 
America! America! 

May God thy gold refine. 
Till all success be nobleness. 

And every gain divine! 

O beautiful for patriot dream 

That sees beyond the years 
Thine alabaster cities gleam, 

Undimmed by human tears! 
America! America! 

God shed His grace on thee. 
And crown thy good with brotherhood 

From sea to shining sea ! 

Suggestions for morning talks 

Give the child by field work an ideal of a beautiful city. 
Questions such as the following may prove stimulat- 
ing: What parks and other beautiful places in or 
near your city or town have you visited? Speak of 
their attractions. What beautiful objects are there in 
your town? What ugly objects are there in your 
town? Untidy, waste places, billboards, statues, etc. 
What historical buildings or relics are there in your 
town? Name streets with good sky-lines; name streets 
with poor sky-lines. Name some streets that are broad 
and straight, with ample sidewalks. Name some 
streets that are free from wires and posts. Name some 
streets that are shaded by trees. 

Show pictures of beautiful cities, — Paris, Vienna, 
Munich, Washington. Explain the Paris law with 



GRADE VI: AMERICAN IDEALS 265 

reference to the height of buildings and width of 
streets. 

Finally ask the last and practical question: What can 
children who have no money to spend, do to make the 
town more attractive? Receive the following replies: 
We must not throw paper, fruit-skins, nutshells, or 
rubbish of any sort upon the street. Those articles 
belong in the rubbish barrels. Story of Dresden police- 
man (see below). We must not mark with pencil, cut 
with knife, or scratch matches upon any public 
building, fence, or statue. Story of a man at the 
Boston Public Library (see below). Respect that 
which you can injure but cannot replace. Obey the 
public laws as to picking flowers, and keeping off the 
grass in parks. The flowers, shrubs, trees, and greens- 
ward must remain beautiful for all to enjoy. To mar 
their beauty is to show ingratitude for hospitality. 

Plant trees, vines, and flowers on your own grounds and 
tend them carefully. Do not gather wild flowers 
thoughtlessly. Story of the lady's-slippers (see below). 
Try to have your own back yard the neatest on the 
street. Keep the school grounds clean and beautify 
them with flower beds. Protect the birds, that all 
may enjoy their beauty of plumage, flight, and song. 
Try to leave the world more beautiful than you found 
it. 

BEAUTY REQUIRES THOUGHTFULNESS 

FANNY E. COE 

The city of Dresden, like many of the German cities, 
has most beautifully kept streets. No one throws about 
paper, fruit-skins, or rubbish of any sort. This is against 



266 A COURSE IN CITIZENSHIP 

the law, and in Germany, men, women, and children are 
most obedient to the public statutes. 

One day an American woman was walking in Dresden. 
A rod or so ahead strode a policeman, large, dignified, 
and beautifully uniformed. Suddenly he halted and 
threw up his hands in horror. 

The American hastened to his side. He had dis- 
covered upon the sidewalk a bit of paper the size of 
a postage-stamp. Then with the light official stick he 
carried, he dug a small hole and buried the offending 
scrap from sight. 

As the American passed on, she found herself wishing 
that the children in America could have taken a lesson 
from that little scene. 

The vestibule and stairway of the Boston Public 
Library are of polished yellow marble, of a most lovely 
color. A man struck a match upon the marble and pro- 
ceeded to light a cigar. 

"How can you do that?" cried a shocked passer-by. 

"That's all right. It isn't my house!" was the 
thoughtless reply. 

He was wrong. The Library was his house, as it was a 
building for the use of all the citizens, even though a few 
were unworthy of the great privilege. 

A woman entered the street car. She held in her hand 
a bouquet, about a foot in diameter, of the rare wild 
orchid known as "lady's-slipper." She met the many 
glances cast at herself and her flowers with smiles of 
complacency. She failed to realize that the more intel- 
ligent of the passengers were saying to themselves: 
"Thoughtless woman! To seize and bear away for her 
own gratification such quantities of a rare wild flower! 
If every one acted so selfishly this variety of orchid 
would be uprooted forever." 



GRADE VI: AMERICAN IDEALS 267 
APRIL: THRIFT AND INDUSTRY 

For the Teacher: 

GOOD WORK 

JOHN RUSKIN 

A man or woman in public or in private life, who ever 
works only for the sake of the reward that comes for the 
work will in the long run do poor work always. I do not 
care where the work is, the man or woman who does 
work worth doing is the man or woman who lives, 
breathes, and sleeps that work; with whom it is ever 
present in his or her soul; whose ambition is to do it well 
and feel rewarded by the thought of having done it well. 
That man, that woman, puts the whole country under 
an obhgation. 

For the Class : 

Nothing is good work except the best that one is 
capable of. 

Suggestions for morning talks 
Thrift 
Read; "L'Envoi," to "Life's Handicap," Rudyard 
Kipling, Songs from Books. Doubleday, Page 
& Co. 
The wise are careful in the use of time and money. Read 
"Spare Moments'* (page 275), in White's School 
Management (American Book Co.), to show what 
great things may be accomplished with odds and ends 
of time. 
Whenever you earn money or have money given to you, 
you should not spend it thoughtlessly for toys or 



268 A COURSE IN CITIZENSHIP 

candy or anything you happen to see. You should set 
it aside and add to it until you can buy something of 
true value, — a book, a pair of skates, a flower for 
your mother, a present for your little brother, a new 
hat, or a pair of boots for yourself. 

As soon as you are earning money regularly, you should 
save a part of your earnings^ even though it be a very 
small amount. To save in early life means inde- 
pendence and comfort in old age.^ 

Keep your desires simple. Do not think you must have 
everything that another boy or girl has. Read "The 
Fortune," by Laura E. Richards, from The Golden 
Windows (Little, Brown & Co.). Do not borrow 
money from other children. Do not bet or gamble. 
Be willing to pay a fair price for what you buy. It is 
mean to try to get something for nothing. 

Never save money that is actually needed by you or 
your family for food, clothing, or other necessities of 
life. To save under such circumstances is hoarding. 
This is wrong. 

Read: "Waste Not, Want Not," Maria Edgeworth, 
R.L.S. No. 44. Houghton Mifflin Co. 
"The Whistle," Benjamin Franklin, from Poor 
Richard's Almanac and Other Papers, R.L.S. 
No. 21. Houghton Mifflin Co. 

Industry 

"Blessed is he who has found his work; let him ask 
no other blessedness." — Carlyle. 

Some men who have won this blessing are : Luther Bur- 
bank, who developed ten thousand seedlings to secure 
a single flower; Charles Darwin, who toiled eighteen 

1 N.B. The teacher may start the class in penny-saving. A circular is issued by the 
Massachusetts Bank Commission instructing teachers how to guide children in thig 
direction. 



GRADE VI: AMERICAN IDEALS 269 

years before publishing the results of his experi- 
ments, although much of the time he could work 
but fifteen minutes consecutively; Louis Pasteur, who 
gave years of his life and even risked his health to 
discover the nature of germs; Louis Agassiz, who 
risked his eyesight and his life in the study of fossils 
and glaciers; Francis Parkman, who, though handi- 
capped by inability to use his eyes, made authori- 
tative histories of Indian and Canadian life. 

The happiest men are those who can "toil terribly" to 
accomplish good for themselves and their fellowmen. 
Such men are apt to be good men, for they have no 
time to spend in idleness or self-indulgence. 

The boy or girl who wishes to become a useful citizen 
may begin now. He must prepare his lessons thor- 
oughly and steadily; do his home tasks faithfully 
and regularly; spend his playtime in hard outdoor 
games; cultivate a hobby, — stamps, minerals, an 
herbarium, an aquarium, etc. ; respect all honest labor 
and laborers; shun idleness as he would poison; 
Remember the old saying, ** Satan finds some mischief 
still for idle hands to do.** Remember that every day 
counts: it is sustained effort that is most important. 

Read: "How Johnny Bought a Sewing Machine,'* by 
Horatio Alger, Jr., in Our Young Folks, 
vol. II, 1866. Ticknor & Fields. 

FIVE CENTS A DAY ^ 

ANONYMOUS 

The cumulative power of money is a fact not very 
generally appreciated. There are few men living at the 

* From Select Stories and Qtiotatioru. A. Flanagan Co., Chica^, III. 



270 A COURSE IN CITIZENSHIP 

age of seventy-five, hanging on to existence by some 
slender employment, or pensioners, it may be, on the 
bounty of kindred or friends, but might by exercising the 
smallest particle of thrift, rigidly adhered to in the past, 
have set aside a respectable sum which would materially 
help them maintain their independence in their old age. 
Let us take the small sum of five cents which we daily 
pay to have our boots blackened, to ride in a car the dis- 
tance we are able to walk, or to procure a bad cigar we 
are better without, and see what its value is in the course 
of years. 

We will suppose a boy of fifteen, by blacking his own 
boots, or saving his cherished cigarette, 'puts by five 
cents a day. In one year he saves $18.35, which, being 
banked, bears interest at the rate of five per cent per 
annum, compounded semi-yearly. On this basis, when 
our thrifty youth reaches the age of sixty -five, having 
set his five cents per day religiously aside during fifty 
years, the result is surprising. He has accumulated no 
less a sum than $3983.18. A scrutiny of the progress of 
this result is interesting. At the age of thirty our hero 
has $395; at forty, $877; at fifty, $1667; at sixty, $2962. 
After fifteen years' saving his annual interest more than 
equals his original principal; in twenty -five years it is 
more than double; in thirty -five years it is four times as 
much; in forty-five years it is eight times as much as the 
annual amount he puts by. The actual cash amount 
saved in fifty years is $912.50, the difference between 
that and the grand total of $3893.18 — namely, 
$2970.68 — is accumulated interest. What a magnifi- 
cent premium for the minimum of thrift that can well 
be represented in figures! 



GRADE VI: AMERICAN IDEALS 271 
MAY: HEROES OF PEACE 

For the Teacher : 

COURxiGE IN EVERYDAY LIFE 

EDWIN D. MEAD 

The battle-field has been the theater of infinite faith- 
fulness, self-sacrifice, and service, of the highest heroism 
often as well as the deepest horror. But the esteem and 
glorification of the soldier has been out of all proportion 
to the honor paid the heroes of other fields than the 
battle-field whose service, done to no accompaniment 
of fife and drum or waving banners, often imposed a 
greater risk, demanded a far higher courage, and had a 
vastly nobler and more useful end. . . . The soldier who 
risks his life to save the State, or at the State's com- 
mand, is no more truly a public servant, nor the expo- 
nent or agent of patriotism, than the statesman or the 
teacher; and the policeman, the engineer, the fireman, 
and the surfman, faithful and firm at their dangerous 
posts, place us under equal obligation and deserve as 
well at our hands. 

Suggestions for morning talks 

Give accounts of Dr. Grenfell and his medical work 
"down North on the Labrador"; of Booker T. Wash- 
ington's struggles to educate and uplift his race; of 
Dr. Samuel G. Howe's work with the blind and deaf; 
of Clara Barton and the Red Cross Society. All these 
and many more are "patriots in higher spheres and 
with higher tools than the man with the gun." 

These persons are world-renowned, but there are many 
obscure heroes whose deeds have precisely the same 



m A COURSE IN CITIZENSHIP 

quality of fine unselfishness: Captain Thomas A. 
Scott and the ferryboat; Edward V. Wedin, the tel- 
egraph operator volunteering for service in New 
Orleans during the yellow fever; John R. Binns, wire- 
less operator on the S. S.Republic; Peter Woodland, the 
foreman and day-laborer in the Hudson River Tun- 
nel; the life-savers at Lone Hill; Sergeant Vaughan, 
the fireman in New York City; Walter Waite in the 
Cherry Mine Tragedy; "Partners," Little Mackie, 
the crippled child; Collins Graves and his race with 
the flood. Nearly all the stories cited for illustra- 
tion of this topic may be found in An American 
Book of Golden Deeds, by James Baldwin (American 
Book Co.), and Heroes of Everyday Life, by Fanny 
E. Coe (Ginn & Co.). 

If you do your duty each day so faithfully that it will be 
a simple matter to do more than your duty in any 
emergency, you may make of yourself a possible hero 
of peace. 

Read: "The Hero," John G. Whittier. Houghton, 
Mifflin Co. 



JACK BINNS, THE HERO OF THE 
STEAMSHIP REPUBLIC ^ 

FANNY E. COE 

Several years ago occurred the most thrilling rescue 
at sea ever known in marine annals. It was at this time 
that the wireless telegraphy proved to the world its 
tremendous possibilities for service. 

It was the 23d of January, 1909. The great White 
Star liner Republic with seven hundred souls on board 

* From Heroei oj Everyday Life. Ginn & Co. 



GRADE VI: AMERICAN IDEALS 273 

was groping her way through a dense fog some twenty- 
six miles south of Nantucket. She had been enveloped 
in fog ever since leaving New York City some fifteen 
hours before. Suddenly out of the gloom appeared a 
huge steamer. Prow on, she dealt the Republic an over- 
whelming blow in the side, and then vanished into the 
fog. 

The terrified passengers rushed on deck to find them- 
selves in total darkness. From the moment of collision, 
all lights went out on the ship. Captain Sealby spoke to 
the people, reassuring them; and they bore themselves 
with great calmness and self-control. Even while the 
captain spoke, the wireless operator, John R. Binns, a 
young man of twenty-five years, was bending to his 
work. 

The walls of his narrow room had been crushed and a 
portion of his apparatus wrecked. He could do nothing 
with his dynamos. But using his accumulators he began 
throwing messages over the sea. He told of the sad 
plight of the Republic and called for aid. There, in the 
darkness, with the ship still reeling from the shock, with 
the water pouring into the hold, with hundreds of human 
beings in terror of death on the deck hard by, Jack 
Bums sounded the distress call: "C.Q.D."; "C.Q.D."; 
"C.Q.D." 

"C.Q.D." is the most important signal in the service. 
When that call is heard, all the stations drop their work 
and attend to it alone. 

Siasconset, on Nantucket Island, the farthest seaward 
station on the American coast, heard the call and 
answered. Immediately she passed on the word to all 
ships on the sea equipped with the wireless telegraph 
within two hundred miles. She also informed all land 
stations within the same radius. In this way two steam- 
ships, the White Star liner Baltic and the French 
steamer La Lorraine, were turned from their course and 



274 A COURSE IN CITIZENSHIP 

directed toward their sister ship in her great peril. The 
Lucania also offered help. 

The apparatus on the Republic was weak. Binns 
nursed his power against a time when he might need it 
more. His machine could send messages only a little 
over sixty miles. Siasconset caught these messages and 
repeated them to the hastening ships and to the shore. 
From the harbors, revenue cutters sped towards Nan- 
tucket to see what aid they could offer. Within half an 
hour after the accident, thousands knew of what had 
occurred in the pall of fog out to sea and help was 
speeding toward the stricken vessel. 

But the Florida, the steamship that had rammed the 
Republic, was nearest of all. She had sustained less 
injury than her victim. Accordingly, on Saturday 
morning, the passengers of the latter ship were trans- 
ferred, for greater safety, to the Florida. The dangerous 
task lasted for several hours. 

In the mean while, Binns still sat at his post directing, 
to the best of his ability, the steamers that were search- 
ing for the Republic in the midst of the enshrouding fog. 
This was not an easy task. "All the ships for a hundred 
miles around were inquiring, complaining, ordering, 
beseeching, bleating, like a flock of sheep. The electric 
snarl was complete for a time." The Baltic reached the 
neighborhood of the Republic at two o'clock on Satur- 
day, but, owing to the fog, it was not until six o'clock 
that she succeeded in locating the Republic definitely. 

Tattersall, the Marconi operator on the Baltic, *'a 
little slim, red-whiskered Londoner, quick on his feet 
and as lithe as a cat," said in regard to the search for the 
Republic: "It's the awful nervous strain of striving, 
always striving, to get the message right, when half a 
dozen monster batteries are jerking flashes to you at the 
same time, pounding in your ears, making sparks swarm 
before your eyes. That's what gets on a man's nerves; 



GRADE VI: AMERICAN IDEALS 275 

that's what makes you next to insane. I hardly knew 
what to do, with the RepubKc signaling me faintly, srt 
faintly, that I could n't make out whether they were 
saying, *We are sinking,' or, *A11 safe,'" 

The batteries had given out on the Republic, and for 
some hours all signaling had been by means of subma- 
rine bells. 

At six o'clock Saturday night, by orders of Captain 
Sealby, all the crew left the Republic, as it was feared 
that she might founder in the night. Binns joined Tat- 
tersall on the Baltic. Tattersall tells of their meeting as 
follows: *'That chap Binns is a rare plucky one, he is. 
I know him pretty well, you know, but even so, I was 
astonished when he walked into my cabin Saturday 
night, after they had taken off the crew of the Republic. 

*'* Hullo!' he said, cool as you please; * thought I'd see 
how you were, old chap. Had a brisk sort of a time, 
did n't we.?' 

"He told me he never worried after the crash came. 
*I worked,' he said, 'because it seemed the easiest thing 
to do.'" 

The next morning Captain Sealby, with a volunteer 
crew of fifty men, boarded the Republic, which was still 
afloat. Binns obtained some new batteries and returned 
to his old post. He was there all Sunday. Three vessels 
undertook the towing of the Republic. It was thought 
she might be beached and so not be a total loss to her 
owners. But the hope proved vain. 

In the early evening the captain ordered the brave 
volunteers to "abandon ship," and at eight o'clock the 
Republic sank. Binns had clung to his post till ordered 
off by the captain. One of his brave messages had said : 
"I'm on the job. Ship sinking, but will stick to the 
end." Binns kept his word, and his bearing through- 
out these terrible thirty -eight hours serves as a lofty 
precedent for all Marconi operators in the future. His 



276 A COURSE IN CITIZENSHIP 

"celerity, fidelity, and intelligence have made his name 
immortal." 

A few days later M. Boutelle, of Illinois, paid in Con- 
gress a glowing tribute to Binns. He said in closing, 
"Binns has given the world a splendid illustration of the 
heroism that dwells unseen in many who are doing the 
quiet, unnoticed tasks of life. It is an inspiration to all 
of us to feel that there are heroes for every emergency 
and that in human life no danger is so great that some 
Jack Binns is not ready to face it." 

JUNE: THE WORKING MEMBERS OF 

SOCIETY 

For the Teacher: 

EACH AND ALL 

RALPH WALDO EMERSON 

Little thinks, in the field, yon red-cloaked clown 

Of thee from the hill-top looking down; 

The heifer that lows in the upland farm. 

Far-heard, lows not thine ear to charm; 

The sexton, tolling his bell at noon. 

Deems not that great Napoleon 

Stops his horse, and lists with delight. 

Whilst his files sweep round yon Alpine height; 

Nor knowest thou what argument 

Thy life to thy neighbor's creed has lent. 

All are needed by each one; 

Nothing is fair or good alone. 

For the Class: 

"The health and the happiness of each one of us is 
utterly dependent on the health and the happiness of 



GRADE VI: AMERICAN IDEALS 277 

every one else. . . . No one can be fully blessed in any 
qpmmunity until the blessing rests on all." 



Suggestions for morning talks 

Make a careful study of the important service rendered 
by the following persons who ring our doorbells during 
the day: The postman; the iceman; the grocer; the 
laundry man; the ashman. Trace the misfortunes and 
inconveniences that would result if these men should 
neglect their daily tasks. 

Walk down the main street of your suburb or city and 
make a list of the different trades and occupations you 
find. Think of as many other servants of the pub- 
lic as you can, and arrange them in order, accord- 
ing to the importance of their service. Be ready 
to tell how good service benefits the neighborhood in 
each case. Tell of the cobbler; the tailor; the baker; 
the apothecary; the small- wares storekeeper; the 
newspaper dealer, etc. 
The purpose of this task is to arouse discussion, one 

result of which will be that the pupils will see that 

thorough and faithful work is a vital necessity in all these 

activities : — 

Policeman. Lighthouse keeper. Minister. 

Fireman. Life-saver. Teacher. 

Switchman. Physician. Lawyer. 

Railroad engineer. Nurse. Mother. 

Read to the class " Daily Bread," by Dr. E. E. Hale, 
in Christmas Eve and Christmas Day (Roberts 
Brothers), a wonderful illustration of the truth that 
"we are all members one of another." Read ''The 



278 A COURSE IN CITIZENSHIP 

Deep Sea Cables," by Rudyard Kipling, in The Seven 
Seas (D. Appleton & Co.). 
As negative teaching, sketch briefly the story of the fall 
of the Pemberton Mills, where an imperfectly cast 
iron column was the cause of the great disaster; also 
the story of the careless inspection of life-preservers 
which led to many deaths on the steamship Slocum. 
Tell the tale of the one bit of worm-eaten board 
built into a new ship. 

" For want of a nail, the shoe was lost. 
For want of the shoe, the horse was lost. 
For want of the horse, the rider was lost. 
For want of the rider, the battle was lost. 
For want of the battle, the Kingdom was lost. 
And all for want of a horseshoe nail." 

All corners of the world are also linked together by 
trade, by philanthropy, etc. Read: "Our Multitude 
of Helpers," by Harris, in Ethics for Childreriy by Ella 
Lyman Cabot (Houghton Mifflin Co.), and *'The 
Ship that found Herself," by Rudyard Kipling (an 
allegorical presentation of this same thought), in 
The Day's Work (Doubleday, Page & Co.). 

"We are not dependent, nor are we independent, but 
we are all interdependent. Every thought, every word, 
and every act sent into the world either adds to or sub- 
tracts from the happiness therein — we are all united 
so closely that one of us cannot so much as speak with- 
out affecting, to some degree, all mankind. Maeter- 
linck puts it beautifully where he speaks of the old man, 
sitting quietly in his study, whose winking eyelids affect 
the movements of a distant star." — Thomas Deeier, 
in The Outlook, July 5, 1913. 



GRADE VI: AMERICAN IDEALS 279 
THE POLICEMAN AT THE CORNERS 

LOUISE ROBINSON 

Have you ever stood on the curbing of the sidewalk 
and watched the policeman on duty at the crossing? If 
you have never done so, you have missed an interesting 
experience. 

The policeman assigned to this particular duty has to 
cultivate certain qualities that will make him of value to 
the community. 

There he stands in the middle of the street in the 
pelting rain, the driving snow, the cutting wind, or the 
midday heat. On either side of him are the car tracks. 
Carriages, wagons, automobiles, push carts, bicycles go 
past him in either direction. He raises his hand and 
the traffic stops — the crossing is clear for pedestrians. 
Amidst the throng he sees an old woman waiting to 
cross. Tenderly he guides her feeble and timid steps to a 
place of safety. 

The rattling wheels once more go by; the horns of the 
automobiles blow; the bicycles' bells ring. Again the 
hand of the law is raised. This time some school children 
are carefully taken across. 

Here is a person anxious to get into a car. As she 
starts from the curbing a wagon goes between her and 
the car, and she fears that the motorman may not get 
her signal. The policeman sees her, stops the car, and 
helps her aboard. 

And so through the busy day his work goes on, and 
but few stop to think of the kindness, the courtesy, the 
judgment, the integrity, and the faithfulness of this 
guardian of our public highway. 

The policeman who deserves our confidence has a 
keen interest in his work. Ask him if he is bored, and 

> From The Humane Manual. American Humane Education Sodety. 



280 A COURSE IN CITIZENSHIP 

you will generally find that he is surprised at your ques- 
tion. Bored? Not he. He is a student of human nature. 
His schoolroom is the crossing. He learns his daily les- 
sons from the people who pass by. He makes many 
friends. He scatters cheerful "Good-mornings," and 
receives as many more in return. Little children accept 
his proffered hand as confidently as they take their 
father's hand, and in return bestow upon him their 
smile of gratitude and friendship. His blue suit, his well- 
blacked shoes, his gray helmet, and his shiny brass 
buttons are a welcome sight. 

One of the finest attributes of a certain policeman 
whom I know, is the kindness he extends not only to 
human beings, who can express their thanks to him, but 
to the animals who pass along his street. During the 
coldest days of last winter, my policeman has often 
stepped across the street and picked up and put on a 
horse's blanket that had blown off while its owner was in 
a nearby store. 

Every cold morning this winter, I have seen this 
policeman stop at the fruit man's store for a quart of 
peanuts. He empties the peanuts into the pockets of his 
greatcoat. 

When there is a little lull in the duties of the crossing, 
the policeman shells the peanuts and throws the meat to 
the pigeons and sparrows. They surround him in their 
eagerness to have a peanut breakfast. They are so tame 
that they will eat from his hand. They see him before he 
throws a single nut. 

The squirrels from the Public Garden near by have 
learned to know the hour of his arrival, and the sight of 
the birds flying towards him is a signal that they too 
may share in the feast. One very friendly, little, gray 
squirrel has been known to walk into the policeman's 
pocket in his eagerness to find the source of this daily 
supply of good things. 



GRADE VI: AMERICAN IDEALS 281 

One morning, a very interesting thing happened. It 
was a little before the policeman's usual hour of arrival. 
I stood on the corner waiting for my car. Suddenly 
from roof and tree came the pigeons and sparrows and 
surrounded me. Darting across the road, came a little 
gray squirrel. I put out my arm — he ran up on it and 
sat and looked at me with eager anticipation. 

I was surprised to see the same friendliness that had 
been manifested toward the policeman, transferred to 
me. I had no peanuts in my possession. I offered some 
crackers from my lunch-basket. They were accepted by 
the birds, but not with the usual eagerness displayed for 
the peanut feast, and my little friend, the squirrel, gave 
me one grieved look, went down my arm, and ran back 
to the Garden, bitterly disappointed to think that he 
had traveled across the muddy road for such a common- 
place breakfast. 

I told the policeman about it the next morning. 
"Why should they have come to me,?^" I said. 

The policeman smiled, thought a moment, and then 
answered, "I think they thought your blue suit was my 
uniform." 

What do you think about it? You may be sure if I 
wear my blue suit again, there will be peanuts in the 
pockets! 



GRADE VII 

THE UNITED STATES AND THE 
WORLD ' 

BY FANNIE FERN ANDREWS 

INTRODUCTION 

LIBERTY'S LATEST DAUGHTER* 

BAYARD TAYLOR 

Foreseen in the vision of sages. 

Foretold when martyrs bled. 
She was born of the longing ages. 

By the truth of the noble dead 

And the faith of the living, fed! 
No blood in her lightest veins 
Frets at remembered chains, 
Nor shame of bondage has bowed her head. 

In her form and features, still. 

The unblenching Puritan will, 
Cavalier honor, Huguenot grace. 

The Quaker truth and sweetness. 
And the strength of the danger-girdled race 

Of Holland, blend in a proud completeness. 
From the home of all, where her being began, 
She took what she gave to man ; — 
Justice that knew no station, 

Belief as soul decreed, 

* The lists of books given under the various toijics, both in this grade and in Grade 
VIII, are not intended to represent a complete bibliography. They are chiefly those 
used in the preparation of the work. 

* From Manual of Patriotism, published by the New York Board of Education. 



GRADE VII: THE UNITED STATES 283 

Free air for aspiration, 

Free force for independent deed. 
She takes, but to give again. 
As the sea returns the rivers in rain; 
And gather the chosen of her seed 
From the hunted of every crown and creed. 
Her Germany dwells by a gentler Rhine; 
Her Ireland sees the old sunburst shine; 
Her France pursues some dream divine; 
Her Norway keeps his mountain pine; 
Her Italy waits by the western brine; 
And, broad-based, under all 

Is planted England's oaken-hearted mood, ' 

As rich in fortitude 
As e'er went world-ward from the island wall. 

Fused by her candid light, 

To one strong race all races here unite; 
Tongues melt in hers; hereditary foemen 

Forget their sword and slogan, kith and clan. 
'T was glory once to be a Roman; 

She makes it glory now to be a man. 

The object in this grade is to teach the historical back- 
ground of our civilization. Our aim is to point out those 
elements having their origin in ancient and mediseval 
life, to show the motives for discovery and colonization, 
and to illustrate how all these ideas developed the 
Republic of the United States. Our further aim is to 
emphasize that since the birth of the Union, its life has 
been intertwined with world movements; that, in fact, 
through the great streams of immigration, Europeans 
have played a large part in developing our resources and 
in moulding our national ideals. We have attempted to 
show also that with its historical background and unique 
mixture of peoples, the United States is peculiarly fitted 



^84 A COURSE IN CITIZENSHIP 

at ilie present time, the greatest crisis of the world^s 
history, to take a leading part in the struggle for lib- 
erty and justice. World democracy is but the expan- 
sion of American faith. The realization of our ideals 
is only possible in a world in which the peoples are as- 
sured of justice and fair dealing, as against force and 
selfish aggression. 



SEPTEMBER: OUR BEGINNINGS IN 

EUROPE 

THE PILGRIM FATHERS » 

JOHN BOYLE o'rEILLY 

Here, on this rock, and on this sterile soil, 
Began the kingdom, not of kings, but men; 
Began the making of the world again. 
Here centuries sank, and from the hither brink, 
A new world reached and raised an old world link. 

When English hands, by wider vision taught. 
Threw down the feudal bars the Normans brought 
And here revived, in spite of sword and stake, 
Their ancient freedom of the Wapentake. 

Here struck the seed — the Pilgrims' roofless town. 
Where equal rights and equal bonds were set; 
Where all the people, equal -franchised, met; 

Where doom was writ of privilege and crown; 

Where human breath blew all the idols down; 
Where crests were naught, where vulture flags were 

furled. 
And common men began to own the world ! 

* From Life and Complete Poems oj John Boyle O'Beilly, edited by Mrs. John 
Boyle O'Reilly. Cassell & Co. 



GRADE VII: THE UNITED STATES 285 

The topics for discussion suggested below are con- 
densed from the sixth grade outhne of the History 
Committee of the American School Peace League, 
which in turn is based on the outline prepared by the 
Committee of Eight for the same grade. The latter is 
also largely drawn upon in the selection and arrange- 
ment of topics, and the appended bibliography includes 
many of the books given in the Report of the Com- 
mittee of Eight. 

The treatment of this topic at this time not only car- 
ries out the logical sequence of our Course in Citizenship, 
but gives an opportunity for a brief review of the sixth 
grade history by those teachers who are working with 
the outhne of the Committee of Eight. In any case, this 
treatment will prove a healthy background for the his- 
tory work of the seventh and eighth grades. 

Under this topic, the teacher has a rich opportunity to 
show what America started from. Children can under- 
stand something of the civilization which formed the 
background of our early discoverers, and will in conse- 
quence appreciate the achievements of later generations 
and the responsibilities for the future. The impression 
can be vividly made that Americans started with many 
ways of living known to the Greeks, Romans, and the 
people of the Middle Ages. 

Topics for discussion 

1. What Americans started with. 

When Columbus discovered America, the people of 
the world had learned to make houses, boats, bows, 
hatchets, ploughs, and spinning-wheels. They had 
also invented the alphabet. Before the Pilgrims 
came, the compass, gunpowder, and printing were 



286 A COURSE IN CITIZENSHIP 

invented. How did the compass stimulate explora- 
tion? What use was made of gunpowder by the early 
settlers? How did the printing-press stimulate 
learning? 
2. What the Greeks have taught us. 

Hero worship. — Some of the heroes they tried to 
imitate; tell the story of Jason and the Golden 
Fleece. Siege of Troy. Wanderings of Ulysses. 

Artistic skill. — Athens, the most splendid of 
ancient Greek cities. Explain what the Acropolis was 
and what the Parthenon was used for. Greek art the 
standard to-day. 

Respect for a perfect body. — The Greeks believed 
that a beautiful body indicated a beautiful soul. 
What were the Olympic games and what were the 
rewards of the victor? What are the modern Olym- 
pics? 

The principles of democracy. — In the Athenian 
democracy, what great truth did the Greeks first 
teach the world? What did Pericles teach? For what 
do we remember Socrates? 
Bead : 

Teachers' List: 

Pericles, Evelyn Abbot. G. P. Putnam's Sons. 
Three Greek Children, Alired 3. Church. G. P. Put- 
nam's Sons. 
Children's List: 

Stories of the Old World, Part i, Alfred J. Church. 

Ginn & Co. 
Old Greek Stories, James Baldwin. American 

Book Co. 
The Story of the Greek People, Eva March Tappan. 
Houghton Mifflin Co. 



GRADE VII: THE UNITED STATES 287 

3. What we have learned from the Romans. 

Love of country. — The Romans were willing to 
endure any suffering, go through any danger, or give 
up life itself for the sake of their country. 

Law and order. — They taught the world how to 
unite tribes and states under a single government. 
Some forms of the old Roman law are now used. We 
imitate their architecture and engineering. Our 
museums are enriched by their works of art, and our 
libraries abound in books written by their poets, their 
historians, and their philosophers. No person can be 
called educated unless he has some knowledge of 
Roman civilization. Show the necessity for law and 
order in a civilized world. 
Read : 

Teachers' List: 

Julius Coesar, William Warde Fowler. G. P. Put- 
nam's Sons. 
Foundations of England^ chap, iii, Sir James Henry 
Ramsay. The Macmillan Co. 
Children's List: 

Ten Boys, Jane Andrews. Ginn & Co. 

Story of the Romans, Helene Marie Adeline Guer- 

ber. American Book Co. 
Famous Men of Rome, John Henry Haaren and Ad- 
dison B. Poland. University Publishing Co. 
The Story of the Roman People, Eva March Tappan. 
Houghton Mifflin Co. 

4. What we have learned from the Middle Ages. 

The Germans, — the conquerors and the heirs of 
Rome. The village moot the beginning of the Ameri- 
can town meeting, and the moots of the hundred and 
the shire the beginnings of representative government 



288 A COURSE IN CITIZENSHIP 

corresponding to our State Legislatures and National 
Congress at Washington. Relate some of the stories 
of this period, such as the Nibelung tales. 

The English, — our historical connection with the 
Roman world. Stories of the hardships of King 
Alfred in his struggle to unite the Danes and English 
into one people. Tell how he helped to spread good 
books; of his just laws. The story of Alfred and the 
cowherd's wife. The wicked king, John Lackland. 
The Great Charter. The two main promises which 
the wicked king made to the barons at Runnymede, 
— he will collect no taxes except by consent of the 
council, nor imprison men without, by trial, proving 
them guilty of breaking the laws. The beginning of 
the English Parliament; — the council consisted not 
only of great barons and bishops (the House of 
Lords), but also of men sent by the towns to represent 
them (the House of Commons). 
Read : 

Teachers' List: 

Civilization During the Middle Ages, chap, v, 
George Burton Adams. Charles Scribner's 
Sons. 
A History of Medioeval and Modern Europe, W. S. 

Davis. Houghton Mifflin Co. 
Short History of the English People, chaps, i and iv, 

John Richard Green. The Macmillan Co. 
The English Constitution, chap, xiv, Jesse Macy. 

The Macmillan Co. 
History of Western Europe, chaps, xviii, xix, James 

Harvey Robinson. Ginn & Co. 
Medioeval Civilization, pp. 129-58, Dana Carleton 
Munro and George Clarke Sellery. Century Co. 



GRADE VII ; THE UNITED STATES 289 

Cliildren*s List: 

Stories from English History y Alfred John Church. 

The Macmillan Co. 
Stories from English History ^ Albert Frankhn Blais- 

dell. Ginn & Co. 
A Book of Golden Deeds, Charlotte Mary Yonge. 

The Macmillan Co. 
Stories from English History, Henry Pitt Warren. 

D. C. Heath & Co. 
England's Story, Eva March Tappan. Houghton 

Mifflin Co. 
Old World Hero Stories, Eva March Tappan. 

Houghton Mifflin Co. 

5. The motives of discovery. 

The Crusades promoted trade with the East and 
developed a love of travel, and when the Turks cut 
off the northern route, the rising nations of Europe 
desired to find an ocean route to India, China, and 
Japan. 
Read: 

Teachers' List: 

English Wayfaring Life in the Middle Ages, Jean A. 

A. J. Jusserand. G. P. Putnam's Sons. 
Discovery of America, chap, iii, John Fiske. Hough- 
ton Mifflin Co. 
Children's List: 

TheCrusaders, Alfred J. Church. The Macmillan Co. 
Stories from English History, Henry P. Warren. 
D. C. Heath & Co. 

6. Discoveries. 

Voyages of the Northmen — discovery of America 
without important results. Marco Polo — knowledge 
of the Pacific. Portuguese voyages — first great 



290 A COURSE IN CITIZENSHIP 

accomplishments of discovery. Columbus — his four 
voyages — his firm belief that the earth was round. 
Successors of Columbus — proof that America was a 
new continent. 
Read: 

Teachers' List: 

Discovery of America, chaps, ii, iii, iv, v, vi, vii, x, 

John Fiske. Houghton MiflSin Co. 
Christopher Columbus, chaps, ix, xv, Justin Winsor. 
Houghton Mifflin Co. 
Children's List: 

A First Book in American History, Edward Eggles- 

ton. American Book Co. 
Explorers and Founders of America, A. E. Foote 

and A. W. Skinner. American Book Co. 
Our Country's Story, Eva March Tappan. Hough- 
ton Mifflin Co. 

7. The spirit of conquest. 

Cortez in Mexico. Francisco Pizarro in Peru. De 
Soto in Cuba and Florida. By 1574, Spain the only 
European country which had possessions in the New 
World. Spanish missions. 
Read: 

Teachers' List: 

Discovery of America, chap, viii, John Fiske. 
Houghton Mifflin Co. 
Children's List: 

Our Country's Story, Eva March Tappan. Hough- 
ton Mifflin Co. 
Explorers and Founders of America, A. E. Foote 
and A. W. Skinner. American Book Co. 

8. Rivalries of Spain, England, and France. 

Sir Francis Drake and the Spanish Armada. 



GRADE VII: THE UNITED STATES 291 

Jacques Cartier and the French claim to North 
America. The rivahies and hatreds of the Old World 
planted in America. 
Read: 

Teachers' List: 

Short History of the English People, chap, vii, sees. 

5 and 6, John Richard Green. Macmillan. 
Age of Elizabeth, Mandell Creighton. Longmans, 

Green & Co. 
Spain in America, chap, xii, Edward Bourne. 

Harper & Bros. 
Pioneers of New France, chaps, iii-viii, Francis 

Parkman. Little, Brown & Co. 
Brave Little Holland, William Elliott Griffis. 

Houghton Mifflin Co. 
History of the United States, George Bancroft. D. 
Appleton & Co. 
Children's List: 

Stories from English History, Alfred J. Church. 

The Macmillan Co. 
Stories from English History, Albert J. Blaisdell. 

Ginn & Co. 
England's Story, Eva March Tappan. Houghton 
Mifflin Co. 

OCTOBER: THE INFLUENCE OF 
EUROPE ON OUR EARLY HISTORY 

THE FRIENDSHIP OF FRANCE 

BAEON d'esTOURNELLES DE CONSTANT 

To speak only of the French, have they not gloriously 
followed their star, their destiny, in realizing here in the 



292 A COURSE IN CITIZENSHIP 

United States the dreams of Cartier, Champlain, Mar- 
quette, and of the great La Salle? Did they not joyously 
take part, not only in the founding of your country, but 
in its emancipation, in the persons of Lafayette and 
Rochambeau? Did they not send you their great Ferdi- 
nand de Lesseps, another pioneer of a work to be com- 
pleted? It is but natural that, in turn, the French 
should feel pride in your future and tremble to see it 
compromised. That is why I, with the best of my heart, 
mind, and brain, have spoken for three months to the 
American people like a friend, like a brother. 

Our purpose in treating this topic is to point out in 
historical sequence the different elements of character 
planted in the New World by European forces; and 
later, to emphasize that the struggle for freedom and 
liberty has been a continuous world struggle. The 
teacher has an excellent opportunity to show that the 
leaders in those days achieved their ends only through 
perseverance, courage, and loyalty to the great princi- 
ple of liberty and democracy. 

Topics to he considered 

1. European competition for American colonies. 

From 1585 to 1763, Spain, France, Holland, and 
Sweden carried on a lively competition for the New 
World. This was prompted by two motives, the com- 
mercial and the religious. 

Show how the commercial motive brought Sir 
Walter Ralei'gh and Captain John Smith to Virginia, 
Samuel de Champlain to Acadia and Quebec, the 
Dutch West India Company to New Amsterdam, the 
Swedish West India Company to Wilmington, Dela- 
ware, and established the Barbadoes Colony at 
Charleston, South Carolina. 



GRADE VII: THE UNITED STATES 293 

Read: 

Industrial History of the United States, chap, ii, 

Katharine Coman. The Macmillan Co. 
Origin and Growth of English ColonieSy chap, iv, 

Hugh E. Egerton. Barnes. 
Short History of the English People, John R. Green. 

The Macmillan Co. 
Knickerbocker's History of New York, Washington 

Irving. G. P. Putnam's Sons. 
The Dutch and Quaker Colonies in America, John 

Fiske. Houghton Mifflin Co. 
Struggle for a Continent, Francis Parkman. Little, 

Brown & Co. 
Show how the religious motive established the 
Separatists at Plymouth, the aristocratic Puritans at 
Salem and Boston, the democratic Puritans in Con- 
necticut, the theocratic Puritans at New Haven, 
the Friends at Philadelphia, and the Scotch-Irish 
Presbyterians in the Carolinas, Virginia, and Penn- 
sylvania. 
Read : 

Liberty Documents, chap, vi, Mabel Hill. Long- 
mans, Green & Co. 
History of the United States, George Bancroft. D. 

Appleton & Co. 
The Puritan Revolution, Samuel R. Gardiner. 

Charles Scribner's Sons. 
Brave Little Holland, William E. Griffis. Houghton 

Mifflin Co. 
Colonial Era, pp. 102, 112, George P. Fisher. 
Charles Scribner's Sons. *^ 

Beginners of a Nation, Edward Eggleston. D. 
Appleton & Co. 



294 A COURSE IN CITIZENSHIP 

The Courtship of Miles Standish, Henry W. Long- 
fellow. R.L.S. No. 2. Houghton Mifflin Co. 
Grandfather's Chair, Nathaniel Hawthorne. R.L.S. 

Nos. 7, 8, 9. Houghton Mifflin Co. 
Oliver Cromwell, Charles H. Firth. G. P. Putnam's 

Sons. 
The Dutch and Quaker Colonies in America, vol. ii, 
p. 114, John Fiske. Houghton Mifflin Co. 
To appreciate fully the elements of character which 
were later to make up the new nation, children should 
have vivid impressions of the great personalities of 
the period, such as John Smith, Samuel de Champlain, 
John Robinson and William Bradford, John Winthrop 
and John Cotton, Thomas Hooker, John Davenport, 
Charles I and Cromwell, William Penn and George Fox, 
and James Oglethorpe. These should be taken as story 
subjects. 

How did Captain John Smith succeed in saving the 
Johnstown colony from ruin? 

Why would Samuel de Champlain have made a 
good citizen of the United States.? 

What spirit, derived from the teachings of John 
Robinson, distinguished the Separatist Pilgrims 
of Plymouth from the Puritans of Salem and 
Boston? 

Why was Governor William Bradford elected for 
thirty consecutive years? 

Why did Thomas Hooker's idea of government suc- 
ceed over that of John Winthrop and John Cotton? 
How did the views of John Davenport violate our 
modem conception of citizenship? 

What effect did the autocratic rule of Charles I 
and of Cromwell have on the colonies? 



GRADE VII: THE UNITED STATES 295 

Why is William Penn's "Holy Experiment " a val- 
uable legacy to this country? 

What is the relation between George Fox's doc- 
trine of "the Inner Light " and Democracy? 

In what ways was James Oglethorpe ahead of his 
time? 
2. North American Colonies, make-weights in world- 
wide strife between France and England, 1748 to 
1763. 
Read : 

History of New France, Francis Parkman. Little, 

Brown & Co. 
Struggle for a Continent, Francis Parkman. Little, 

Brown & Co. 
New France and New England, John Fiske. Hough- 
ton Mifflin Co. 
The Boys'* Parkman, Louis Hasbrouck. Little, 

Brown & Co. 
Story of American History, Albert F. Blaisdell. 

Ginn & Co. 
History of the United States, George Bancroft. D. 

Appleton & Co. 
Short History of the English People, John R. Green. 
The Macmillan Co. 
Story subjects: 

Selected stories from Parkman. Montcalm and 
Wolfe. Triumph of England. 
Contrast the political policies of France and Eng- 
land in their seventy years' struggle for the posses- 
sion of North America. 

Why was "the spontaneous life of communities 
that governed themselves in town meeting" the 
policy that was sure to thrive in the New World? 



me A COURSE in citizenship 

In overthrowing French power in America, what 
responsibiHties did the EngHsh race assume? 
3. The English Civil War, 1775-1783: France, Spain, 

and Holland combine against England. 
Read : 

The American Revolution, John Fiske. Houghton 

Mifflin Co. 
Rise of the Republic of the United States, Richard 

Frothingham. Little, Brown & Co. 
Chapters on this period in William E. H. Lecky's 
History of England, D. Appleton & Co., and in 
Justin Winsor's Narrative and Critical History of 
America, Houghton Mitflin Co. 
Life of Thomas Paine, M. D. Conway. G. P. 

Putnam's Sons. 

American Statesmen Series — Washington, by H. C. 

Lodge, Franklin, by J. T. Morse, Jr., and Samuel 

Adams, by J. K. Hosmer. Houghton Mifflin Co. 

History of the American Revolution, George O. 

Trevelyan. Longmans, Green & Co. 
George III and Charles James Fox, George O. 

Trevelyan. Longmans, Green & Co. 
History of Canada, William Kingsford. Rowsell & 
Hutchison, Toronto, Canada. 
Story subjects : 

Washington, Samuel Adams, R. Morris, George III, 
Lord North, C. J. Fox, Lafayette, Franklin, 
Thomas Paine, the French Alliance. 
What was the influence of the struggle upon 
French soldiers and statesmen? 

In what way was William Pitt an English pa- 
triot? 

"The example of America and the teaching of 



GRADE VII: THE UNITED STATES 297 

French philosophers had awakened a new spirit of 
humanity." Read what the young poets, Samuel 
Taylor Coleridge and William Wordsworth, wrote 
about the movement. 
Read: Eternal Peace, by Immanuel Kant. Show how 

he identified the cause of self-government with 

the cause of permanent peace. 



NOVEMBER: THE UNITED STATES 
IN THE NAPOLEONIC PERIOD 

FRANCE: AN ODE 

SAMUEL TAYLOR COLERIDGE 

O ye loud waves ! and O ye forests high ! 
And O ye clouds that far above me soared! 
Thou rising sun ! thou blue rejoicing sky ! 
Yea, everything that is and will be free ! . 
Bear witness for me, whereso'er ye be, 
With what deep worship I have still adored 
The spirit of divinest liberty. 

When France in wrath her giant limbs upreared. 
And with that oath which smote air, earth, and sea, 
Stamped her strong foot, and said she would be free, 
Bear witness for me how I hoped and feared. 

The ideas of our statesmen during the Napoleonic 
Wars were fastened in Old- World politics. We find, for 
example, the English conservatism of Hamilton, who 
believed in authority and had no faith in the wisdom of 
the masses. On the other hand, the French philosophy 
which permeated Jefferson made him a democrat and 



298 A COURSE IN CITIZENSHIP 

inspired his steady devotion to what he considered to be 
the cause of the people. These two types of men strug- 
gled for ascendency, and during the struggle took sides in 
the conflict between England and France. Although the 
nation remained neutral, we were seriously injured by 
both countries. With this situation began the breaking 
away from Old- World tradition which resulted in our 
Second War of Independence. It should be pointed out 
here that the new Western spirit, which prompted the 
Lewis and Clark Expedition, began to be a factor in our 
national hfe. The discussion should point to the conclu- 
sion that the variety of elements and the combination of 
types of thinking have given our country its distinctive 
character, and that no type of manliness could have 
been dispensed with in the process. 

Topics to he considered 

1. The United States in the Napoleonic Wars, 1789- 

1814. 
Jefferson and the Democratic friends of France; 

Hamilton and the Federalist friends of England. 
Purchase of Louisiana, 1804, a part of Napoleon's 

anti-English policy. 
The crumbling of Spain. 

2, The United States in collision with England, 1812- 

14. 
Beginning of the United States as a world-power. 
European policy (Russia and Germany) friendly to 

the United States out of a desire to raise up an 

enemy to England. 
End of the great European wars. 
The Hundred Years of Peace between the United 

States and Great Britain. 



GRADE VII: THE UNITED STATES 299 

i 

Read : 

History of the United States, Henry Adams. Charles 

Scribner's Sons. 
History of the People of the United States, vols, i and 

II, John Bach McMaster. D. Appleton & Co. 
The Making of the Great West, S. A. Drake. Charles 

Scribner's Sons. 
Mere Literature, chap, viii, Woodrow Wilson. 

Houghton Mifflin Co. 
Lewis and Clark, William Lighton. Riverside 

Biographical Series. Houghton Mifflin Co. 
Rise of the New West, Frederick J. Turner. Harper 

& Bros. 
Lives of Jefferson (John T. Morse, Jr.), and Ham- 
ilton (Henry C. Lodge), American Statesmen 

Series. Houghton Mifflin Co. 
The Winning of the West, Theodore Roosevelt. 

G. P. Putnam's Sons. 
History of the United States Navy, Edgar S. Mac- 
lay. D. Appleton & Co. 
America's Conquest of Europe, David Starr Jordan. 

American Unitarian Association. 
The Men Who Made the Nation, Edwin Erie 

Sparks. The Macmillan Co. 
The Promotion of Peace. Bulletin, 1913, no. 12, 

Fannie Fern Andrews. United States Bureau 

of Education. 
History of the United States, Jacob Schouler. 

Dodd, Mead & Co. 
Story subjects: 

Jefferson, Napoleon, William Pitt, Lewis and Clark. 
Constitution vs. Guerriere. Lawrence, Hull, 

Perry, and Jackson. 



300 A COURSE IN CITIZENSHIP 

Why was it better to buy Louisiana from Napoleon than 
to go to war with France? 

How did the Lewis and Clark Expedition help to de- 
velop a new spirit in our nation? 

How did this new spirit affect our relations with other 
nations? 

Why did the New England Federalists oppose the War 
of 1812? 

Why has the Treaty of Ghent become so famous? 

The Rush-Bagot Agreement of 1817 provided that there 
should be no warships on the Great Lakes which join 
the United States and Canada, and ever since that 
time, for nearly a hundred years, this long boundary, 
now nearly four thousand miles long, has been a boun- 
dary of peace without a warship or a fortress, a 
soldier or a gun. 

Why was this agreement a remarkable document? 

What influence has it had on the movement for better 
international relations? 



DECEMBER: EUROPEAN INTEREST 
IN SPANISH AMERICA 

THE PAN-AMERICAN UNION 

JOHN BARRETT 

But during this formative period of the great Republic 
of the North forces were at work in the southern haK of 
this hemisphere creating a group of independent, self- 
governing nations, in spite of the forces of despotism in 
Europe, laboring under the guise of a so-styled "Holy 
Alliance," to aid Spain in her attempt to keep them in 



GRADE VII: THE UNITED STATES 301 

subjection. Out of a long travail of fifteen years, 
fraught with the horrors of fire and sword, repression, 
imprisonment, denial of rights, there came forth nine 
weak yet strong republics — strong in the righteousness 
of their cause. 

After the United States had gained her freedom from 
Europe, she became involved in another struggle for 
liberty. Having watched the United States win her in- 
dependence, Mexico and the other Spanish colonies in 
America rose in revolt against Spain who looked for aid 
to the Holy Alliance. It is in this period that we see 
developed a new American policy. On account of the 
Spanish secessions and a dispute with Russia over the 
limits of her possessions in the Northwest, the United 
States announced to the world that this country was 
not only a land of liberty but a protector of liberty. The 
Monroe Doctrine, promulgated on December 2, 1823, 
was a firm declaration against European intervention in 
American affairs, and a clear statement of our intention 
not to take part in the wars of the European powers. 
Moreover, the United States wished to stand alone in 
this policy, and with singular independence rejected 
the proposition of the British Prime Minister, George 
Canning, who suggested a joint declaration on the part 
of England and the United States. In his message. 
President Monroe expressed the feehng that the institu- 
tions of the New World were essentially different from 
those of the Old, and therefore should have their inde- 
pendent development. Thus we see the people of the 
United States, with almost unanimous voice, proclaim- 
ing themselves the guardians of the New World. The 
immediate effect of this new doctrine was to block the 
proposed intervention of the Holy Alhance, thus allow- 



SO-^ A COURSE IN CITIZENSHIP 

ing the southern half of the western hemisphere to 
develop into independent nations with governments 
similar to our own. 

The later results and the enlarged conception of the 
Monroe Doctrine will be treated under March. 

Topics for discussion 

Hidalgo and Bolivar. 

England uses the United States to block the Holy Alli- 
ance. 
The Monroe Doctrine. 
Read : 

Narrative and Critical History of America, vol. 
VII, chap. VII, vol. VIII, chap, v, Justin Winsor. 
Houghton Mifflin Co. 

The Monroe Doctrine, an Obsolete Shibboleth, 
Hiram Bingham. Yale University Press. 

The Pan-American Union, John Barrett. Munder 
Thomsen Press. 

The United States as a World Power, Archibald C. 
Coolidge. The Macmillan Co. 

A History of the American People, Woodrow Wil- 
son. Harper & Bros. 

James Monroe, D. C. Oilman, American States- 
men Series. Houghton Mifflin Co. 

Diplomacy of the United States, Theodore Lyman. 
Wells and Lilly. 

The Monroe Doctrine, George F. Tucker. Rock- 
well and Churchill. 

Outline of the Revolution in South America, "by A 
South American " (pseudonym). Eastburn. 

History of the Pacific States of North America, vols. 
X and XI, Hubert H. Bancroft. A. L. Bancroft 
&Co. 



GRADE VII: THE UNITED STATES 303 

Story subjects : 

Metternich, Alexander I, Padre Hidalgo, Simon 
Bolivar, George Canning, Lord Byron. James 
Monroe and John Quincy Adams. 

Emphasize the heroic figure of Simon Bolivar, some- 
times called the Washington of South America; styled 
the " Liberator" for his efforts and leadership in releas- 
ing five nations from the bonds of Spain. A great war- 
rior, although a greater statesman. Native of Venezuela, 
he became President of Colombia in 1821. Entered into 
treaty relations with Peru in 1822, with Chile in 1822; 
with Mexico in 1823; with Central America in 1825; and 
with the United States in 1824. He took the advanced 
stand of providing for arbitration of disputes which 
might arise between the contracting parties. 

"While Bolivar was at work in northern South Amer- 
ica, the great San Martin, the * Liberator ' of the south- 
ern part of the continent, was by his own personal 
example of heroic unselfishness and devotion to the 
cause of freedom preparing the way for the peaceful 
development of such progressive countries as Argentine 
and Chile." i 

On the south wall of the Governing Board Room of 
the building of the Bureau of American Republics in 
Washington is a panel representing Bolivar and his 
army. It represents him leading his dismounted cavalry 
across a mountain pass. "The * Liberator' of South 
America," says John Barrett, "won his greatest suc- 
cesses by his lightning dashes through almost impassable 
mountain fastnesses, surprising and routing large forces 
with but a handful of men." 

At the right of this panel is one representing the meet- 

1 John Barrett, The Pan-American Union. 



304 A COURSE IN CITIZENSHIP 

ing, at the battle of Chacabuco in 1817, of San Martin 
and Bernardo O'Higgins. " San Martin,'* continues John 
Barrett, "one of the truest patriots and one of the ablest 
generals ever produced by the three Americas, relin- 
quished his leadership at the very moment of victory in 
order that Bolivar might assume the hard-won mantle 
of authority and coalesce the warring factions that dis- 
rupted the revolutionary movement and threatened 
internal strife. San Martin deliberately sacrificed his 
own future for the cause he loved, but left behind him a 
name untarnished by suspicion of self-seeking or per- 
sonal aggrandisement." 

In the Foyer of the Hall of the Americas in this same 
building is a remarkably fine bust of Bolivar by Rudolph 
Evans, and also an equally fine one of San Martin by 
Herbert Adams. 



JANUARY: THE UNITED STATES A 
MELTING-POT FOR RACES 

HUMAN BROTHERHOOD 

JOHN GREENLEAF WHITTIER 

1 O brother man, fold to thy heart thy brother! 
Where pity dwells, the soul of good is there; 
To worship rightly is to love each other. 

Each smile a hymn, each kindly deed a pray'r. 

Follow with rev'rent steps the great example 
Of all whose holy work was doing good; 

So shall the wide earth seem a human temple. 
Each loving life a psalm of gratitude. 



GRADE VII: THE UNITED STATES 305 

Then shall all shackles fall; the stormy clangour 
Of wild war-music o'er the earth shall cease; 

Love shall tread out the baleful fire of anger. 
And in its ashes plant the tree of peace. 

Although the United States had proclaimed it an un- 
friendly act for any foreign power to acquire territory 
in the New World, it welcomed to its shores any person 
who sought political freedom or who desired to gain an 
honest livelihood. Between the close of the Revolution 
and 1820, two hundred and fifty thousand immigrants 
came to this country, and as far as records can show, 
they came chiefly from Great Britain. Thus, at the 
time of the announcement of the Monroe Doctrine we 
find the people of the United States of the same race as 
that of the colonial period. To get a clear understand- 
ing, however, of the real significance of the later streams 
of immigration, one ought to have exactly in mind the 
composition of the American race at this time. We 
must remember that one of our colonies was Dutch; 
that there had come to New Hampshire, Pennsylvania, 
and South Carolina a large immigration of the people 
called Scotch-Irish, the Protestant inhabitants of the 
north of Ireland; that to the Middle States had come 
a large immigration of Germans; and through all the 
colonies were found the Huguenot-French, compara- 
tively few in number, but strong in character and influ- 
ence. The immigration of other nationalities was so 
small as to have no practical effect upon the formation 
of the race. This, then, was the situation when the 
United States assumed its new role of assimilating the 
great masses of foreign population. 

We may outline the streams of immigration as fol- 
lows : — 



306 A COURSE IN CITIZENSHIP 

1800-35, English and Scotch. 
1835-50, English and Irish. 
1845-48, Irish (due to famines). 
1845-70, Germans. 
1865-85, Scandinavians. 
1885-1913, ItaHans, Slavs, Greeks. 
Point out the chief causes of immigration in these 
different periods. 
Read: 

Emigration and Immigration, Richmond Smith. 

Charles Scribner's Sons. 
Nature and Man in Am^erica, Nathaniel S. Shaler. 

Charles Scribner's Sons. 
The Promised Land, Mary Antin. Houghton 

Mifflin Co. 
The American Commonwealth, second part, James 

Bryce. The Macmillan Co. 
Albert Gallatin, J. A. Stevens, American States- 
men Series. Houghton Mifflin Co. 
The Reminiscences of Carl Schurz, F, Bancroft and 
William A. Dunning. McClure & Co. 
Story subjects: 

Alexander Hamilton, John Paul Jones, Albert Galla- 
tin, Louis Kossuth, and Carl Schurz. 

Tell how Carl Schurz became an American citizen. 
Tell of his serving a sentence in a German prison in his 
youth on account of his love of liberty, and how he 
came to the United States for political freedom. Point 
out the chief events of his career as scholar, journalist, 
soldier, and statesman. Tell of his great devotion to 
American ideals, his love for mankind, and his often 
expressed opinion that the cardinal duty of the United 
States was to take the lead among the nations in substi- 



GRADE VII: THE UNITED STATES 307 

tuting international justice and peace for the old war 
system. 

Call attention to significant statistics like the follow- 
ing: In 1900, of the total white population in the 
United States, there were twenty millions of English 
blood, eighteen millions of German blood, fourteen mil- 
lions of Scotch and Irish blood. 

Call attention to the races whose representatives have 
immigrated to the United States during the past decade. 
What effect have they had on our nation? 

FEBRUARY: THE INFLUENCE OF THE 
UNITED STATES ON ASIA AND 
AFRICA 

THE CABLE HYMN 

JOHN GREENLEAF WHITTIER 

Through Orient seas, o'er Afric*s plain 

And Asian mountains borne, 
The vigor of the Northern brain 

Shall nerve the world outworn. 

GOOD WILL TO AMERICA* 

T. lYENAGA 

In truth, all the precious sentiments the past goodness 
of America toward us has stored in our memory, all the 
good will our pleasant association with you in school and 
in social life has cultivated, the vital interests of our 
commerce, in which America distinguishes herself as our 
best customer, and the sound and good common sense of 
the American people, which has never failed to make 

* From the Proceedings of the Peace Congress at Baltimore, 1911. 



308 A COURSE IN CITIZENSHIP 

them understand us rightly — these form the solid 
foundation for our friendship with you. 

The people of the United States did not isolate them- 
selves from the rest of the world. In 1850, seventeen 
millions of American capital were invested in the 
whaling industry in the seas of Japan and China, and 
thousands of our sailors manned the ships. We should 
remember here, however, our indebtedness to Russia 
for this remarkable development of American industry 
in distant seas. Through her liberal policy toward 
us, citizens of the United States were guaranteed free- 
dom on the Alaska coast under Russian protection. 
The northern Pacific was virtually an American pos- 
session. 

From time to time American schooners were cast 
away on Japan's shores and received friendly considera- 
tion; likewise Japanese sailors, driven out of their route 
by hurricanes, were taken back to Japan by American 
vessels. These incidents developed an interest in the 
hermit nation, and finally induced our Government to 
attempt the opening of Japan. All attempts failed until 
Commodore Perry, in 1854, convinced the Japanese 
that the appliances of their old civilization were power- 
less to resist those of the new, and that her isolation shut 
her off from all the wonders of Western progress. This 
was the beginning of Japan's wonderful career, although 
her doors still remained closed to foreign commerce. It 
was reserved for another citizen of our country to open 
them. Through the efforts of Townsend Harris, the first 
United States Consul-General in Japan, the Japanese 
became possessed with the conviction that the world 
could no longer be kept at arm's length, and in 1859 



GRADE VII: THE UNITED STATES 309 

signed a treaty with the United States declaring that 
commerce between these two countries should there- 
after be freely carried on. Thus finally terminated 
Japan's traditional isolation. 

The United States has always maintained the attitude 
of an older brother toward China, and on several im- 
portant occasions has rendered her valuable protection 
against European aggrandizement. Our action in 1900, 
at the time of the Boxer uprising, in preserving the 
integrity of China, in 1908 in remitting a part of the 
Boxer indemnity, and in 1904 in exerting an influence 
among the nations to allow China to remain neutral in 
the Russo-Japanese War are in line with our historical 
attitude toward this great Eastern nation. 

We have played a different role in the case of the 
Philippine Islands. One of the results of the war with 
Spain in 1898-99 was to change the policy of the United 
States from an isolated nation of the New World, acting 
according to the principles enunciated in the Monroe 
Doctrine, to a sovereign power in the Orient. What the 
permanent influence of the United States on Asia 
and Africa is to be will depend on the settlement of 
the World War. It is to be hoped that the result of this 
will be to make all nations partners in the interest of 
world-wide justice; that every peace-loving nation 
may be allowed to determine its own life and its own 
institutions. 

Tojncs for discussion 

1. Influence of the United States upon Asia. 

Commodore Perry opens a new chapter in history 
for Japan at Nagasaki, 1854. 

The United States the constant friend of China. 



310 A COURSE IN CITIZENSHIP 

The United States becomes an Asiatic power by 
taking the Philippine Islands. 
Read: 

Life of Anson Burlingame, F. W. Williams. 

Charles Scribner's Sons. 
Matthew Calbraith Perry, William E. GriflSs. 

Houghton Mifflin Co. 
The China Year Book, published by Routledge. 

Two issues: 1912, 1913. 
The United States as a World Powers chaps, vi-ix, 
xvii-xix, Archibald C. Coolidge. The Macmil- 
^ Ian Co. 
Story subjects : 

Commodore Perry at Nagasaki, 1854. Anson Bur- 
lingame, Yung Wing, John Hay, Wu Ting Fang, 
Sun Yat Sen. The Republic of China. 
How did Commodore Perry, when he obtained 
"specimens of every sort of mechanical products, 
arms and machinery, with statistical and other 
volumes illustrating the advance of the useful arts " 
for his expedition to Japan, teach us the lesson of 
accuracy and thoroughness? 

Point out the significance of Perry's instructions 
from our Government to confine himself to peaceful 
measures. 

Emphasize that only through patience, persistence, 
and resolve to act according to the finer feelings of 
courtesy, was Perry able to accomplish his mission in 
Japan and to gain the respect of this awakening 
country. 

Read about China's plan to use the Boxer in- 
demnity money for training her young men in the 
universities of the United States. 



GRADE VII: THE UNITED STATES 311 

Show how American education influenced China to 
become a republic modeled after our own. 

According to what principle is the United States 
acting in forbidding exploitation of the Philippine 
Islands? 

Read about the two points of view with regard to 
the disposition of the Philippines, usually designated 
as the Imperialist and Anti-imperialist. 
2. Influence of the United States in Asia and Africa 
through missionaries. 

Missionaries spread democratic ideas through 
education. 

The influence of Robert College and the American 
College for Girls at Constantinople on the progress of 
the Balkan States. 
Read: 

The Land and the Booh, William McClure Thom- 
son. Harper & Bros. 
My Life and Times, Cyrus Hamlin. Congregational 
Publishing Society. 
Story subjects : 

Adoniram Judson. Jessup. Bliss and Thomson in Syria. 
Bingham in Hawaii. Robert College in Bulgaria. 

MARCH: THE UNITED STATES AND 
THE AMERICAN CONTINENT 

ADDRESS 1 

WOODROW WILSON 

I want to take this occasion to say that the United 
States will never again seek one additional foot of ter- 

* Prom an address given before the Southern Commercial Congress in Mobile, 
Alabama, October 28, 19ia 



312 ^ A COURSE IN CITIZENSHIP 

ritory by conquest. She will devote herself to showing 
that she knows how to make honorable and fruitful use 
of the territory she has. And she must regard it as one 
of the duties of friendship to see that from no quarter 
are material interests made superior to human liberty 
and national opportunity. I say this, not with a single 
thought that any one will gainsay it, but merely to fix in 
our consciousness what our real relationship with the 
rest of America is. It is the relationship of a family of 
mankind devoted to the development of true constitu- 
tional liberty. We know that that is the soil out of 
which the best enterprise springs. We know that this is 
a cause which we are making in common with them 
because we have had to make it for ourselves. ... So in 
emphasizing the points which must unite us in sympathy 
and in spiritual interest with the Latin-American people, 
we are only emphasizing the points of our own life, and 
we should prove ourselves untrue to our own traditions 
if we proved ourselves untrue friends to-day. Do not 
think, therefore, gentlemen, that questions of the day 
are mere questions of policy and diplomacy. They are 
shot through with the principles of life. We dare not turn 
from the principle that morality and not expediency is 
the thing that must guide us and that we will never 
condone iniquity because it is most convenient to do so. 

The preceding survey of our connections with the out- 
side world and our composite make-up in population 
show how intricate is the problem of citizenship; and if 
we should add to this a parallel study of our domestic 
affairs, we should be still more convinced of the difficul- 
ties which face the citizen in assuming his duties and 
obligations. By one fact we cannot fail to be impressed, 
and that is the importance of giving to the young citi- 
zen a clear conception of the great landmarks which 



GRADE VII: THE UNITED STATES 313 

have shaped our national policy. It is only through such 
knowledge that we are able to exercise an intelligent 
patriotism. 

In no one of our relations is intelligence more needed 
than in conducting om* affairs justly and peacefully with 
our neighbors on the western hemisphere. Across our 
northern boundary, we find ourselves in close relation- 
ship with the great Canadian Dominion. Along the four 
thousand-odd miles of frontier, the population north and 
south is largely the same, speaking the same language, 
having the same laws, ideas, and general characteristics. 
In 1900, there were twelve hundred thousand people of 
Canadian birth in the United States, while in 1906, 
sixty-four thousand Americans were living in Canada. 
With our neighbor to the north of us, then, we are bound 
by ties which make us one in sentiment, tending to a 
common goal, although we are living under different 
forms of government. The plan for making the cente- 
nary of peace between the United States and Great 
Britain the basis of a general peace celebration through- 
out the world, was a most worthy project, for a period 
of one hundred years of peace between two great nations 
— a period in which great problems have been met and 
solved — marks an era of the world. 

Our relations with the twenty republics to the south of 
us are far different to-day from what they were in the 
first quarter of the nineteenth century, when, to protect 
the struggling colonies from the yoke of Spain, the 
Monroe Doctrine was put forward as the foreign policy 
of the United States. To-day we witness in Latin 
America (an immense area of immeasurable resources), 
sister republics of extraordinary economic and political 
progress and of social and educational development. We 



314 A COURSE IN CITIZENSHIP 

witness the Pan-American Union, whose object is to 
promote peace, friendship, and commerce among the 
American repubKcs, and whose administration is deter- 
mined by the Pan-American Conferences attended by 
delegates of all the governments. At the Second Peace 
Conference at The Hague in 1907, the Latin-American 
countries established their equality among the nations 
of the world and secured a recognized status in world- 
politics. All this gives us a new conception of the 
Monroe Doctrine, the proper adjustment of which is one 
of the great problems of our own Republic. 
Read : 

The Panama Canal, Joseph B. Bishop. Charles 

Scribner's Sons. 
The Monroe Doctrine, an Obsolete Shibboleth, Hiram 

Bingham. Yale University Press. 
California, Josiah Royce, American Common- 
wealths Series. Houghton Mifflin Co. 
Texas, George P. Garrison, American Common- 
wealths Series. Houghton Mifflin Co. 
History of the Pacific States of North Americay 

H. H. Bancroft. A. L. Bancroft & Co. 
Sam Houston and the War of Independence in Texas, 

Alfred M. Williams. Houghton Mifflin Co. 
Monthly Bulletins of the Pan-American Union. 

Washington, D.C. 
The United States as a World Power, chaps, xiv, 
XV, XVI, Archibald C. Coolidge. The Macmillan 
,Co. 
Story subjects: 

Stephen Austin, Samuel Houston, and David Crock- 
ett. Discovery of gold. Louis Napoleon III, Maxi- 
milian, W. H. Seward, Alexander II. 



GRADE VH: THE UNITED STATES S15 

Compare the natural resources of the United States 
with those of Canada. 

Show how great the possibiHties are for development 
under the Federal Union. 

Compare the size of Argentine, Brazil, and Chile with 
that of the United States. 

Show how the Panama Canal may mean the possible 
revolutionizing of world commerce. 

What principles should guide our big and powerful 
nation in dealing with our neighbors on the American 
continent .f^ 



APRIL: THE UNITED STATES AND 
THE WORLD'S CULTURE 

OUR COUNTRY 

JOHN GREENLEAF WHITTIER 

Thy great world-lesson all shall learn. 
The nations in thy school shall sit. 

Earth's farthest mountain-tops shall burn 
With watch-fires from thy own uplit.- 

In the realm of culture, the United States is as much 
interwoven with the rest of the world as in political 
relationships. Our people are keenly appreciative of the 
best thought and work of the world; we are highly 
desirous of being surrounded by the best literature and 
art that can be produced. In this field, we are greatly 
indebted to Europe. Many American artists study in 
Paris, Rome, and Florence. French pictures are in great 
demand, and house decoration is much affected by 



816 A COURSE IN CITIZENSHIP 

French designs and methods as well as by John Ruskin's 
books which are very widely read in our country. 

On our literature, the influence of England is more 
potent than that of any other European country. Dur- 
ing the Colonial period and well on through the first years 
of the American Republic, fully three-fourths of every 
library were volumes written by English men of letters, 
and published by English printers. From that time on, 
English books, being in the same language, have been 
read by all classes of our people, who in habits and ideas 
are fundamentally Enghsh. 

On the other hand, we have contributed something to 
the culture of the race, although the largest part of our 
nation's force has been devoted to the practical needs of 
material development. During its existence, the United 
States has been active in reclaiming the great waste 
lands, in shaping the living conditions for the instream- 
ing millions of strangers, in providing a universal pub- 
lic system of education, and in developing an orderly 
system of popular government. The abundant and ex- 
cellent work done in fiction, however, is appreciated by 
European readers. High authorities beyond our borders 
recognize the great advances made in classical studies 
and in the natural sciences. European opinion ranks 
Dr. Asa Gray among the greatest botanists of his age. 
Our astronomers stand in the front rank; and in physics, 
chemistry, biology, medicine, economics, and law, Amer- 
ican investigators and students have merited a like 
fame. Mr. Justice Story ranks among the first of all the 
writers and practitioners in jurisprudence and law. 

The world, then, has received some of its culture from 
the brain and genius of America. But we have evolved 
nothing absolutely new, nothing entirely different from 



GRADE VII: THE UNITED STATES 317 

the Old World. As James Bryce says, in speaking of the 
people of the United States, " their institutions are old, 
though many have been remodeled or new faced; their 
religion is old; their views of morality and conduct are 
old; their sentiments in matters of art and taste have 
not greatly diverged from those of the parent stock." 
Culture knows no nationality; it influences men's minds 
contemporaneously over the whole civilized world. In 
thought and culture the world is continually drawing 
closer together. 
Read: 

The American Commonwealth^ James Bryce. The 

Macmillan Co. 
America s Conquest of Europe, David Starr Jordan. 

American Unitarian Association. 
The Friendship of Nations, chap, v, Lucile Gulli- 
ver. Ginn & Co. 
Mere Literature, Woodrow Wilson. Houghton 
Mifflin Co. 
Point out the advantages of an international exchange 
of university professors, of public school teachers, and of 
students. (United States Bureau of Education, Report 
of the Commissioner of Education, 1912, vol. i, pp. 43-48. 
The International Polity Bulletin, 407 West 117th St., 
New York.) 

Show how our public school system reflects European 
methods. (The kindergarten, sloyd and manual train- 
ing, physical culture, industrial education, etc.) 

Show how Cecil Rhodes has helped to break down 
national boundaries in education. (Cecil Rhodes and his 
Scholars as Factors in International Conciliation, by F. J. 
Wylie; published by American Association for Interna- 
tional Conciliation, New York. Nationalism, War and 



318 A COURSE IN CITIZENSHIP 

Society, Edward Krehbiel. New York. The Macmillan 
Company.) 

How does the Cosmopolitan Club in the universities 
of the world contribute toward a world culture.^ {Uni- 
versity Teachers^ Conference on International Relations, 
John Mez. International Polity Bulletin, No. 8, 407 
West 117th St., New York. Report of the Conference 
on International Relations: Cornell University, 1915; 
Western Reserve University, 1916. Under the Auspices 
of the Federation of International Polity Clubs, 407 
West 117th St., New York.) 

Explain the purposes of the International Congress 
on Education, Oakland, California, 1915. (Addresses 
and Proceedings, National Education Association, Oak- 
land, California, 1915.) 

Why would similar International Congresses bring 
the world nearer together? 



MAY: THE UNITED STATES AND 
WORLD BROTHERHOOD 

PEACE AND PROGRESS 1 

RICHARD WATSON GILDER 

Dear country mine ! far in that viewless west. 
And ocean-warded, strife thou too hast known; 
But may thy sun hereafter bloodless shine. 
And may thy way be onward without wrath. 
And upward on no carcass of the slain; 
And if thou smitest let it be for peace 
And justice — not in hate, or pride, or lust 

* From A Winter Twilight in Provence. Houghton Mifflin Company. 



GRADE VII: THE UNITED STATES 319 

Of Empire. Mayst thou ever be, O land, 
Noble and pure as thou art free and strong; 
So shalt thou hft a hght for all the world 
And for all time, and bring the Age of Peace. 

The American tradition points towards international- 
ism. Our early settlers, as also many of our later im- 
migrants, came to these shores to escape political and 
religious warfare, and brought with them a broad hu- 
manitarian ideal, an ideal of peace, internationalism, 
freedom and equality. They also brought an antipathy 
towards those monarchical and aristocratic institutions, 
with which in America we still associate conceptions of 
imperialism and war. The simplicity and inherent equal- 
ity of our frontier life, its seK-government and its local 
independence, tended to reinforce our leaning towards 
a peaceful internationalism. Our large spaces, our ease 
of movement, our freedom from the militaristic and 
excessively nationalistic traditions of the European 
Continent influenced us in a like direction, as did also 
the merging of many peoples into one nation. — From 
American World Policies, by Walter E. Weyl. 

The one principle underlying our homogeneous citi- 
zenship, composed of so many heterogeneous elements, 
is adherence to laws which recognize the brotherhood of 
humanity. No citizen who has the welfare of his country 
at heart can fail to respect the welfare of his fellows. 
Founded on the idea of democracy, which makes every 
person responsible for the common good, the United 
States is distinctly the nation which can extend the idea 
of human brotherhood throughout the world. The union 
of our forty-eight States, working together and abiding 
by the laws of the Central Government, illustrates one 
of the most important conditions in the general work of 



S20 A COURSE IN CITIZENSHIP 

civilization. The principle of federalism implies a desire 
to live together peacefully; in it we see the seeds of per- 
manent peace between nations. 

The prominent part which the United States took in 
the First and Second Peace Conferences at The Hague in 
1899 and 1907 was in keeping with the American spirit 
of human brotherhood. America had the honor of 
opening the Hague Court in 1902, since which time this 
international institution has shown on fifteen different 
occasions its eflficacy in settling disputes between na- 
tions. In the past, our country has taken the lead among 
the nations in signing treaties of arbitration, and it fell 
to one of our Presidents to proclaim the principle of 
unlimited arbitration treaties. President Taft said: 
"I do not see why even questions of honor may not be 
submitted to a tribunal supposed to be composed of men ^ 

of honor, who understand questions of honor, and why | 

the nations should not then abide by the decision, 
as well as by the decision regarding any other question 
of difference between them." 

The modern peace movement began in the United 
States in 1815, and since that time our country has 
taken the leading part in all the efforts for promoting 
the spirit of justice and human brotherhood. To-day, 
as we throw our forces into the struggle against aggres- 
sion, we are still working for justice and human brother- 
hood. As President Wilson says : " We entered this war 
because violations of right had occurred which touched 
us to the quick and made the life of our own people 
impossible unless they were corrected and the world 
secured once for all against their recurrence. What we 
demand in this war, therefore, is nothing peculiar to 
ourselves. It is that the world be made fit and safe to 



GRADE VII: THE UNITED STATES 321 

live in; and particularly that it be made safe for every 
peace-loving nation which, Hke our own, wishes to live 
its own hfe, determine its own institutions, be assured 
of justice and fair dealing by the other peoples of the 
world as against force and selfish aggression." 
Read : 

The Friendship of Nations^ Lucile Gulliver. Ginn 

&Co. 
The First Hague Conference, Andrew D. White. 

World Peace Foundation, Boston. 
American Political Ideas, John Fiske. Houghton 

Mifflin Co. 
The Significance of the Eighteenth of May, Fannie 
Fern Andrews. In Bulletin, 1912, No. 8, United 
States Bureau of Education. 
Texts of the Peace Conferences at The Hague, 1899- 

and 1907, James Brown Scott. Ginn & Co. 
The New Peace Movement, William I. Hull. World 
Peace Foundation, Boston. 
Show how the Hague Court of Arbitration, open to 
the forty-eight nations of the world, approximately 
parallels the Supreme Court of the United States which 
has jurisdiction over the forty-eight States of the 
Union. (Yearbooks of the American School Peace League, 
Fannie Fern Andrews.) 

Show how the Interparliamentary Union might 
develop into a world legislature. (The Interparlia- 
mentary Union, by Christian L. Lange; published by 
the American Association for International Concili- 
ation, New York.) 

What is the business which might come before this 
legislature? (International Government, by L. S. Woolf 
and The Fabian Society. Brentano's.) 



822 A COURSE IN CITIZENSHIP 

Why would a world court and a world legislature pro- 
mote world brotherhood? 



JUNE: AMERICAN IDEALS YET TO 
BE ACHIEVED 

THE BUILDING OF THE SHIP 

HENRY W. LONGFELLOW 

Thou, too, sail on, O Ship of State ! 

Sail on, O Union, strong and great ! 

Humanity with all its fears, 

With all the hopes of future years, 

Is hanging breathless on thy fate ! 

We know what Master laid thy keel. 

What Workmen wrought thy ribs of steel. 

Who made each mast, and sail, and rope. 

What anvils rang, what hammers beat. 

In what a forge and what a heat 

Were shaped the anchors of thy hope ! 

Fear not each sudden sound and shock, 

'T is of the wave and not the rock; 

'T is but the j3.apping of the sail. 

And not a rent made by the gale ! 

In spite of rock and tempest's roar. 

In spite of false lights on the shore. 

Sail on, nor fear to breast the sea ! 

Our hearts, our hopes, are all with thee. 

Our hearts, our hopes, our prayers, our tears, 

Our faith triumphant o'er our fears. 

Are all with thee, — are all with thee ! 



GRADE VII: THE UNITED STATES 323 
PANAMA CANAL TOLLS ^ 

ELIHU ROOT 

It is worth while to be a citizen of a great country, but 
size alone is not enough to make a country great. A 
country must be great in its ideals; it must be great- 
hearted; it must be noble; it must despise and reject all 
smallness and meanness; it must be faithful to its word; 
it must keep the faith of treaties; it must be faithful to 
its mission of civilization in order that it shall be truly 
great. It is because we believe that of our country that 
we are proud, aye, that the alien with the first step of 
his foot upon our soil is proud to be a part of this great 
democracy. 

To select ideals which are distinctly American in- 
volves a careful definition of Americanism, which, as our 
previous discussions show, is something tangible and 
capable of interpretation. The American spirit, as we 
have seen, has been bred by the conditions involved in 
subduing a wilderness and marshaling a nation on a vast 
continent. Rooted in Old- World ideas freed by the 
practical exigencies of life, firm in the expression of a 
strong national purpose and in the construction of law 
for its fulfillment, the American spirit looms opti- 
mistic, craves progress, seeks tolerance and demands 
justice. This is the spirit which reacts on our domestic 
institutions and our relations with other countries; 
this is the spirit which dominates us in this war for 
democracy. 

"America means opportunity." This idea is wrought 

> "The Obligations of the United States as to Panama Canal Tolls," a speech in 
the United States Senate, January 21, 1913. 



S24 A COURSE IN CITIZENSHIP 

into the fabric of our society. Every person born into 
the citizenship of this nation has an opportunity to do 
the work for which he is best fitted. It is for each person 
to plan his own career, to estabhsh his position as a 
guardian of our national prinoiples. 

Universal education is one of our cherished ideals; a 
country governed by the masses of the people has the 
added responsibility of creating an intelligent populace, 
a responsibility which grows keener and keener as we 
receive the great influxes from countries where educa- 
tion is a luxury for the few, and as we experience the 
economic changes of a great and growing country. 

Our purpose, then, is to build up a society whose 
government stands for justice and whose populace is 
the intelligent administrator of justice. With this ideal 
embedded in the hearts of the people, the struggle 
between labor and capital and all other measures of 
internal reform will eventually be adjusted. 

The United States is the cosmopolitan nation of the 
world. Internationalism is her heritage, and with her 
complex population, she has perforce grown up with this 
ideal. In this melting-pot of America all the old racial 
and hereditary hatreds disappear; here there is no dis- 
tinction of common or noble, of high or low. 

This cosmopolitan people see very clearly that their 
highest ideal cannot be reached so long as justice is 
denied to other peoples, for this war has proved that 
unless justice be done to others, it will not be done to us. 
President Wilson has frankly stated that American 
principles and American policies are those of "forward- 
looking men and women everywhere of every modern 
nation, of every enlightened community. They are the 
principles of mankind and must prevail." 



GRAX)E VII: THE UNITED STATES 325 

The program of civilization, then, is our program, and 
it behooves each and every citizen to throw his energy 
into the world struggle against aggression and injustice. 

In this hour of test, we should maintain the American 
ideal of democracy, so that on the pages of the world's 
history, the United States will stand out as a nation 
which remained true to its purpose in the service of 
humanity. 

How would American ideals benefit the world? 

Why is the effort to break down militarism consistent 
with American ideals? 

How would universal education benefit the struggle 
for world democracy? 



GRADE VIII 

THE WORLD FAMILY 

BY FANNIE FERN ANDREWS 

INTRODUCTION 

THE FATHERLAND 

JAMES RUSSELL LOWELL 

Where is the true man's fatherland? 

Is it where he by chance is born? 

Doth not the yearning spirit scorn 
In such scant borders to be spanned? 
Oh yes ! his fatherland must be 
As the blue heaven wide and free ! 

Where'er a human heart doth wear 
Joy's myrtle-wreath or sorrow's gyves. 
Where'er a human spirit strives 

After a life more true and fair, 

There is the true man's birthplace grand. 

His is a world-wide fatherland ! 

Where'er a single slave doth pine, 
Where'er one man may help another, — 
Thank God for such a birthright, brother, — 

That spot of earth is thine and mine! 

There is the true man's birthplace grand, 

His is a world-wide fatherland! 

The central aim of the first six grades has been to 
kindle in the child an appreciation of his duties and 



GRADE VIII: WORLD FAMILY 327 

obligations in his gradually widening life experiences, so 
that he may be fired with noble citizenship. The fifth 
and sixth grades stimulate love of country by teaching 
its heroic beginnings, its composite structure, and the 
great principles on which it is founded. The seventh 
grade emphasizes the relations of the United States with 
the rest of the world and shows that these relations are 
closely connected with the development of the American 
ideal. 

The eighth grade introduces a somewhat new concep- 
tion of citizenship, and deals with the larger social 
group, the world. Here, the purpose is to show that 
civilization progresses by the mutual assistance of all 
nations, each making its peculiar contribution. The 
course leads to an appreciation of all these efforts, ex- 
plains the various agencies which have helped to make 
the world a family of nations, and develops the thought 
that justice and fair play must exist in any final condi- 
tion of international harmony; that the world should 
strive toward this goal. 

The subject for the year is treated under ten headings, 
and the aim has been to show to the teacher, by very 
brief statements, the ideas to be developed. All this 
should be taken merely as suggestion, however, for the 
field is rich in illustration of the forces making for the 
federation of the world into one great political family. 

THE BALLAD OF EAST AND WEST^ 

RUDYARD KIPLING 

Oh, East is East, and West is West, and never the twain 
shall meet. 

Till Earth and Sky stand presently at God's great Judg- 
ment Seat; 

1 From The Seven Seas. D. Appleton & Co. 



328 A. COURSE IN CITIZENSHIP ^ 

But there is neither East nor West, Border, nor Breed, 

nor Birth, 
When two strong men stand face to face, tho' they come 

from the ends of the earth ! 



SEPTEMBER: NATIONAL 
CHARACTERISTICS 

SONG OF PEACE 1 

M. K. SCHERMERHORN 

Children of one Father 

Are the nations all; 
"Children mine, beloved," 

Each one doth He call; 
Be ye not divided. 

All one family; 
One in mind and spirit 

And in charity. 

Wealth and pow*r shall perish. 

Nations rise and wane; 
Love of others only 

Steadfast will remain; 
Hate and Greed can never 

'Gainst this Love prevail; 
It shall stand triumphant 

When all else shall fail. 

Practically all human problems are the same for all 
the world. Though the people of other nations may 
vary in the details of their lives, just as life in your 
household is different from life in mine, they are 

* By permission of the author. 



GRA.de VIII: WORLD FAMILY 329 

not really much more different than are we of the same 
nation. 

The longing for a home was universal among the 
peoples in all parts of the world, and thus huts, tents, 
and houses were used. The early peoples had many 
pleasures. They sang and played musical instruments, 
the flute and harp having been used wherever man lived. 
Dancing was universal. Simple games or playthings 
sprang up in response to the universal desire for play. It 
is wonderful to know that these games were the same 
among all the early peoples. " Cat's-cradle," for exam- 
ple, which is now played by the children of the whole 
world, has amused children and grown folks as far back 
as history goes, and was old when the first records of it 
were made. We could go on through numerous games 
and show that they have been used by the children of 
many lands, who invented them to express their desires 
for play and without any knowledge of what the others 
were doing. There were and are so many nations and 
tribes playing games like "London Bridge is Falling 
Down" that it would take a book to tell about them all. 
Most of these games had their origin in the manners and 
customs and religious beliefs of peoples, and they have 
continued to be played by the children of all nations, 
because children, even of different nationalities, are so 
much alike. The story of Cinderella and her glass slip- 
per was first told in Egypt and has delighted the children 
of all countries for thousands of years. 

Why, if people are so much alike, are there races and 
nationalities? Conditions under which people live have 
varied their habits, customs, and physical characteris- 
tics. 

In England, we find a most remarkable illustration of 



330 A COURSE IN CITIZENSHIP 

the influence of environment. The climate gave vigor 
to the people; and the mixture of the races that had come 
in earlier days made a nation of men with great mental 
and physical power. The mineral wealth was sought 
after by many nations and did much to make the sub- 
sequent development of England possible. Because of 
the insular condition, this store of wealth was protected 
without great difficulty; and yet the islands were easily 
visited for purposes of friendly commerce, and the stores 
of wealth were distributed over the world to the profit 
of the people of the islands. A commerce was readily 
developed, and, largely upon the basis of this, England 
became the great naval power of the world, and the 
possessor of colonies in every part of the earth. It never 
can be told how important an event it was in the devel- 
opment of nations, when, in some prehistoric time, the 
sea first passed through the English Channel, and sepa- 
rated the British Isles from the mainland. With land 
connection, the history of Europe and the world might 
have been quite different. 

When we look at the maps of Europe and America, 
two differences of a most striking nature attract our 
attention: the one is the extreme irregularity of the 
European coast line; the other the great number of 
nations in that land. The latter fact depends upon 
several causes. The very irregularity of the coast and 
the great diversity of the topography have made pos- 
sible the development of distinct nations. As the race 
jvas progressing, mountain barriers, and even rivers, 
served as boundary lines between separate tribes, and 
some of these are preserved to this day. We find Switzer- 
land completely inclosed between other nations, because 
no ancient tribes could drive these people from their 



GRADE VIII: WORLD FAMILY 331 

mountain fortress. To appreciate the importance of 
these influences, one needs but examine a physical map 
of Europe, and notice how the mountains and the seas 
almost universally serve as boundaries, and how upon 
every peninsula there is one, or more, independent 
nation. 

This is not so in America, partly because the condi- 
tions are not so diverse, but chiefly because the settle- 
ment of America was made by races which had already 
developed. In America, the invigorating climate, the 
necessity of work, and the great natural resources de- 
veloped a race which has become renowned for its vigor 
and energy. 

It is the difference of environment, then, that has 
developed different national characteristics. And this 
very difference, the scientists tell us, has mingled 
different peoples into one nation. 

Suggestions for study 

For an illustration of the diversification that took place 
in the work of primitive man, read "The Story of 
Ung," by Rudyard Kipling, in The Seven Seas. D. 
Appleton & Co. 

The meaning of the American flag is richly set forth by 
William I. Hull in his chapter on the "American 
Flag,'* in The New Peace Movement ^ World Peace 
Foundation, Boston. See also Encyclopoedia Britan- 
nica — "Flags"; Andrew Macgeorge, Flags, their 
History and Uses. Blackie & Son. Makers of the 
Flag, Franklin K. Lane. The Battle Line of Democ- 
racy, published by The Committee on Public In- 
formation. 

Let the pupils trace the influence of environment on dif- 



S32 A COURSE IN CITIZENSHIP 

ferent nations, like that given above for England. Let 
them show, for example, how Italy's isolation from 
other countries has affected her development; why the 
shores of the Mediterranean have been the center of 
progress for the human race; how the rocky coast of 
Scandinavia developed the roving Northmen, etc. 
For a poetical account of the American character, see 
Kipling's "An American," in The Seven Seas, D. 
Appleton & Co. 

Reading for the teacher 

Beyond War, Vernon L. Kellogg. Henry Holt & Co. 

The Journal of American Folk-Lore, C. Peabody. Har- 
vard University. 

Folkways, W. G. Sumner. Ginn & Co. 

The World*s Peoples, Augustus Henry Keane. G. P. 
Putnam's Sons. 

History of Civilization, chap, ii, Buckle. The Macmillan 
Co. 

The Leading Facts of English History, chaps, i and ii, 
David H. Montgomery. Ginn & Co. 

Consult standard physical geographies. 

OCTOBER: EACH NATION'S 
CONTRIBUTION TO THE WORLD 

ODE SUNG AT THE OPENING OF THE 
INTERNATIONAL EXHIBITION 

ALTHED TENNYSON 

Harvest-tool and husbandry. 
Loom and wheel and engin'ry. 
Secrets of the sullen mine. 



GRADE VITT: WORLD FAMILY 333 

Steel and gold, and corn and wine, 

Fabric rough, or Fairy fine, 

Sunny tokens of the Line, 

Polar marvels, and a feast 

Of wonder out of West and East, 

And shapes and hues of Art divine! 

All of beauty, all of use, 

That one fair planet can produce. 

Brought from under every star. 
Blown from over every main, 
And mixt, as life is mixt with pain, 

The works of peace with works of war. 

The world would not be as it is to-day if all peoples, 
those who have been and those who are, had not given 
to it of their own thought, products, and inventions. 
Some people speak of American civilization or European 
civilization as if they were distinct things, but each has 
borrowed so much from the other and from the Orient 
that there is really only one type. Our civilization prac- 
tically dates from the days when Greece became a great 
country several centuries before Christ. The Romans 
learned what the Greeks knew and added many impor- 
tant things that they themselves invented or worked out. 
The total of these is what is called Roman civilization, 
and Europe received that legacy of knowledge from 
Rome, adding to it all the while. America profited by all 
that Europe knew and has added its share. In past days 
these increases of knowledge traveled very slowly, but 
that is no longer true. A great discovery in China will be 
described in the newspapers the morning after it is 
announced in Peking, and within a very short time the 
whole world can make use of it. 



334 A COURSE IN CITIZENSHIP 

The various inventions which have contributed to the 
progress of the world have been the" gifts of many 
nations. From an Egyptian came the idea of the alpha- 
bet. The Phoenicians, who were great travelers, picked 
up this knowledge from the Egyptians and carried it to 
the Greeks. The Romans learned the alphabet from the 
Greeks, changed it somewhat, used it themselves, and 
passed it down to us of this day. It was the Egyptians 
who first learned to make paper from a plant called 
papyrus, from which it took its name. This being very 
expensive, there arose a demand in the Middle Ages for 
cheaper methods of manufacturing books. This demand 
was met by a kind of paper, which had been known in 
China as early as 123 B.C. and which was introduced into 
Europe by the Arabs in 712 a.d. Printing was known to 
the Chinese as early as 1100 a.d., but was independently 
invented in Europe about 1450, which is the date of the 
first book which was printed, a copy of the whole Bible, 
by John Gutenberg. To Europe is given the credit for 
the important invention of printing by the movable 
types. In the early part of the nineteenth century 
printing was mostly done by hand, but in 1814 the 
London Times invented a piece of machinery which 
made it possible to print one thousand papers an hour. 
In 1848, the Walter press, which printed from a roll of 
paper rather than single sheets, was set up in the Times 
office and produced ten thousand papers an hour. 
Robert Hoe, an American, improved this idea until now 
one hundred and fifty thousand newspapers can be 
printed in one hour. Preparing type for printing was 
much facilitated by an invention of a German- American 
watchmaker, named Ottmar Mergenthaler. He came to 
this country and began working on a plan for a machine 



GRADE VIII: WORLD FAMILY 835 

which would arrange type in words. His machine is called 
a linotype, because it assembles pieces of type in a line 
and then casts a solid piece of metal impressed with their 
forms. This and other machines have made possible the 
vast amount of printing which is now done and which 
renders all knowledge available even to the poorest. 

The compass, which enabled the Spanish, Italians, 
English, and Portuguese to make their discoveries of 
new lands, was probably first used by a Chinese king 
about 2000 B.C. and was brought to the attention of 
Europe by an Italian in 1269 a.d. The invention of 
the steam engine can be traced, first, to a Frenchman, 
then to an Englishman, and finally to James Watt, the 
Scotchman; while steam navigation owes its first start 
to the American, Robert Fulton, although it remained 
for the Swedish-American, John Ericsson, to put into 
use the screw propeller, making possible the great liners 
of to-day which contribute powerfully to encourage 
travel and thus to foster the friendship of nations. We 
might mention also the steam locomotive, invented by 
the Englishman, George Stephenson; the cotton-gin, 
invented by the American, Eli Whitney; the telegraph, 
first brought into use by the American, Samuel F. B. 
Morse; the telephone, first rudely constructed by a 
German, but put into practical use by the American, 
Alexander Graham Bell; and the wireless telegraph, per- 
fected by the young Italian, William Marconi. And if 
we should study the progress of electricity, we should 
find that its development is due to many nations. 
America, England, Germany, France, Italy, Austria, 
and Russia have all contributed; in fact, all the Euro- 
pean nations have helped to make electricity the servant 
of man which it is to-day. All this shows how the world 



336 A COURSE IN CITIZENSHIP 

to-day is a scientific unit and how the investigations of a 
man in one country contribute to the good of mankind in 
all countries. 

Suggestions for study 

Read: Stories of Useful Inventions, Samuel E. Forman 
(Century Co.). For the story of the invention 
of paper, Introduction to the Literature of Europe, 
chap. I, Henry Hallam (Harper & Bros.). For 
printing, ibid., chap, iii, sect, ii; also the forty- 
thousandth-edition number of the London Times, 
September 10, 1912, published in book form by 
the Times. 
For Fulton, Whitney, Morse, and Edison see Four Amer- 
ican Inventors, Francis M. Perry (American Book 
Co.) ; Makers of America, Fanny E. Coe (American 
Book Co.); History of England, vol. i, chap, ii, 
Thomas Babington Macaulay. (Houghton Mifflin 
Co.). 
For the history of architecture, sculpture, painting, and 
music read The World's Discoverers, William H. 
Johnson (Little, Brown & Co.); Stories of Art and 
Artists, Clara Erskine Clement (Houghton Mifflin 
Co.) ; Do the Arts Make for Peace, Frank J. Mather 
(Publication of the American Association for Inter- 
national Conciliation, February, 1912). 
Consult General History, Philip Van Ness Myers (Ginn & 
Co.), chap. II, Egypt; chap, iii, Chaldea; chap, iv, 
Assyria; chap, viii, Persia; chaps, xviii-xxi, Greece; 
chap. XXXI, Rome; chap, xlvi. Renaissance; Conclu- 
sion. 



GRADE VIII: WORLD FAMILY 337 

NOVEMBER: "ABOVE ALL NATIONS 
IS HUMANITY" 

MEMBERS ONE OF ANOTHER 

SAADI 

When fortune brings distress upon one member. 
The peace of all the others is destroyed. 
O thou, who art careless of thy fellow's grief. 
It fits not thou should'st bear the name of man. 

THE WHITE MAN'S BURDEN ^ 

RUDYARD KIPLING 

Take up the White Man's burden — 

The savage wars of peace — 
Fill full the mouth of Famine 

And bid the sickness cease. 

In olden times, people considered those not of their 
own tribe or nation as natural enemies, and while they 
loved and aided one another, believed it was their good 
fortune when disaster came upon the foreigner. The 
Greeks called "barbarians" all people who were not 
Greeks, and their writings are full of expressions of joy 
because disaster befell these people. 

For over a century now the idea of democracy has been 
making headway in the world. Behind it lies the convic- 
tion that every person is of value to the community and 
that each has rights and duties because he is a member 
of the community. This feeling, which has fostered 

t Collected Verse. Doubleday, Page & Co. 



S38 A COURSE IN CITIZENSHIP 

national unity, and which has resulted in our great 
modern nations, has given strong impetus to the feeling 
of brotherhood which religion teaches. 

In 1854 the idea of human brotherhood was strikingly- 
impressed upon the world. The heroic services of 
Florence Nightingale in the Crimean War put a new 
aspect on the meaning of warfare and established for all 
time humane treatment of the sick and wounded on the 
battle-field. The world owes a debt of gratitude to 
Henri Dunant, a Swiss, who, after the terrible battle of 
Solferino, began a campaign to organize an interna- 
tional organization to aid the sick and wounded in 
battle. Through his efforts, the Swiss Government 
issued a call on June 6, 1864, for an international con- 
ference to discuss the matter. This Conference signed a 
document, known as the "Red Cross Convention," 
from the badge of its workers, whose provisions set down 
principles for the care of the sick and wounded on the 
battle-field. The rights and privileges of Red Cross 
workers have now been extended to maritime warfare. 

Above all nations is humanity, then, even in time of 
war. Equally useful, however, is the aid of the Red 
Cross in times of peace. A few years ago an earthquake 
shook down the buildings and homes of San Francisco; 
fire broke out in the ruins and the principal parts of the 
city were destroyed. Thousands were homeless, foodless, 
penniless. The telegraph carried the news of the dis- 
aster to every corner of the world, and all peoples sym- 
pathized with the fate of the San Franciscans and hur- 
ried aid to the city. Distant countries telegraphed 
money; all sections of the United States rushed supplies, 
and the Red Cross was ready at a moment's notice to 
take its part in performing relief services. 



GRADE VIII: WORLD FAMILY 339 

War, pestilence, famine, floods, fires, and other 
national calamities are the things for which the relief 
work of the Red Cross is designed to offer help. National 
societies are organized with many local societies con- 
nected with them working under their direction. They 
collect stores of hospital and ambulance materials and, 
when the occasion arises, nurses and relief workers are 
rushed to the scene, acting on the spot for the kind- 
hearted world which can put its sympathies into action 
only through such an organization. In all the Americas, 
Europe, Asia, Africa, and the isles of the sea, the Red 
Cross rushes to assist the unfortunate without asking 
about the race or religion of the victims of disaster. 

The Spanish-American War campaign of the Red 
Cross is an excellent example of its missions of mercy. 
During the summer of 1897 reports began to come out of 
Cuba of the great suffering among the people of that 
island, who were in revolt against Spain. A large num- 
ber of men were in the field fighting, but other men, and 
the women and children, were taking no part in the 
struggle. The Spanish authorities, in order to weaken 
the resistance of the rebels, began to collect these men, 
women, and children in the seacoast towns under mili- 
tary control. Thousands were forced to leave their 
homes and their means of livelihood to go to the city, 
where no work was obtainable and little, if any, pro- 
vision made for their care. The Spanish authorities 
thought in this way to destroy the means of resistance 
by depriving the rebellious Cubans of their families and 
the aid that reached them from their many sympa- 
thizers. But the people thus carried from home did not 
serve to lessen the strength of the rebellious spirit, and 
because they were herded in towns without means of 



340 A COURSE IN CITIZENSHIP 

support or even food, a pitiable situation arose which 
aroused the world. Thousands began to die for want of 
food or from sickness contracted in unwholesome sur- 
roundings; hundreds of thousands were in want. The 
United States Congress took up the matter of relief for 
Cubans, appeals were made to kind-hearted people, and 
early in 1898 the Red Cross began to send food to the 
unfortunates. The railroads transported these supplies 
free, the steamship companies carried them without 
charge to Cuba, and there the Red Cross distributed 
them. This work was under the authority and with the 
aid of the Government. 

The outbreak of the war changed the character but 
not the beneficence of the work of the Red Cross. On 
the Spanish side the Red Cross of that country was 
equally active, and it was felt that there was necessity 
for the American and Spanish organizations to cooperate 
on the battle-field. The Duke of Palmella, head of the 
Red Cross of Portugal, suggested to the societies of the 
United States and Spain that his organization stood 
ready to act as the go-between for the two bodies of 
humane workers. On the battle-fields and everywhere 
that war made itself felt, the Spanish and American Red 
Cross workers helped each other in their humanitarian 
work. In a dozen camps the Red Cross workers, with- 
out enmity and only with the purpose of aiding those 
in need, ministered to the wants of sick and well, friend 
and enemy. The Red Cross societies of Europe and 
Asia gave freely of money to help out the Spanish and 
American societies, assisting both sides. 

When the full account is written of the Red Cross 
activities in the present war, the greatest chapter of 
human brotherhood will have been given to the world. 



GRADE VIII: WORLD FAMILY 341 

Suggestions for study 

Read to the class: 2 Kings, chaps, xxiv and xxv; His- 
tory of the Red Cross, by Clara Barton (American 
Historical Press), and "The Red Cross," in An 
American Book of Golden Deeds, James Baldwin 
(American Book Co.). 

Tell the story of Florence Nightingale; see "Lives of 
Famous Women," by Sarah K. Bolton, and The Chil- 
dren's Hour, edited by Eva March Tappan, vol. viii, 
p. 467 (Houghton Mifflin Co.). How did the Red 
Cross come into existence? Who prompted its form- 
ation? How does its work in time of peace differ from 
that in war-time? Tell of some of its activities. Does 
its work cover the world? 

Reading for the teacher 

Quo Vadis, Henry Sienkiewicz. Little, Brown & Co. 
Asia and Europe, p. 261, Meredith Townsend. G. P. 

Putnam's Sons. 
First Booh of World Law, p. 251, Raymond L. Bridg- 

man. Ginn & Co. 
The Origin of the Red Cross, by Mrs. David H. Wright; 

translation of Un Souvenir de Solferino, by Henri 

Dunant. John C. Winston, Philadelphia. 
Apply to National Red Cross, Washington, D.C., for 

descriptions of work, reports, etc. 
On the Russo-Japanese War see Human Bullets, 

Tadayoshi Sakurai. Houghton Mifflin Co. 
On the Balkan War see The Wounded. World Peace 

Foundation, Boston. 



342 A COURSE IN CITIZENSHIP 

DECEMBER: INTERDEPENDENCE OP 

NATIONS 

THE PEACE OF DIVES ^ 

RUDYARD KIPLING 

So I make a jest of Wonder, and a mock of Time and 

Space, 
The roofless Seas an hostel, and the Earth a market- 
place. 
Where the anxious traders know 
Each is surety for his foe. 
And none may thrive without his fellows' grace. 

We think nothing of sitting down to a breakfast table 
on which appear bananas from Central America, oranges 
from California or Florida, coffee from Arabia or Brazil, 
oatmeal made from grain grown in the Dakotas or 
Canada. We are quite unconscious of this cosmopolitan 
center, and take for granted our connection with the 
whole world through the morning newspaper. Our cot- 
ton clothes may be made from fiber grown in the 
United States, Egypt, India, Brazil, and other coun- 
tries. Our woolen clothing may have come from the 
back of an Australian or Western sheep; our shoes 
from a hide sent from Argentina or the Western ranges. 
Yet it is not long that this ready interchange of products 
has been possible, for it was only when the inventions 
that gave the world swift locomotion — the steam 
engine, the locomotive, the steamship with its screw 
propeller, the telegraph and telephone and the mail 
service by rail and water — it was only when these 

» Collected Verae. Doubleday, Page & Co. 



GRADE Vni: WORLD FAMILY 343 

came that one part of the world could enjoy the good 
things native in other parts of the world. We think 
nothing of sending a message around the world in a few 
seconds by wireless telegTaphy; of boarding a train in 
New York on Monday morning and eating breakfast 
in San Francisco on Friday morning; and of sailing 
from New York and reaching London before the week is 
past. Forty years ago the clever Frenchman who wrote 
under the name of Jules Verne told the story of how 
Phineas Fogg made a wager that he could go round the 
world in eighty days and how he just managed to win his 
bet. Now one can go around the world in less than forty 
days, half the time that Fogg needed forty years ago, 
and no doubt some one soon will reduce the time to 
thirty. All of this is wonderful to think of, and it has 
had a wonderful result. For centuries and centuries 
people lived and died without ever leaving a small 
district, a county, or perhaps a state. Before the war 
the people of the world traveled constantly, so that 
every country contained many inhabitants who were 
not of that country. The United States contains people 
from every country of the world, and several countries 
have contributed more than a million persons each to 
the population. 

The distribution of the products of the world before 
the war illustrates the close interdependence of nations. 
Great Britain received at least haK of its food supply 
from other lands, from Canada, the United States, 
Russia, Rumania, South Africa, and Argentina. She 
depended upon those nations for the very food that 
kept her people alive. The typewriter, an American 
invention, was sold by one company alone in nearly 
forty countries of the world. One country's money was 



.» 



344 A COURSE IN CITIZENSHIP 

used in every part of the world to earn other money for 
its owners and to do useful work wherever it was needed. 
Mexican railroads had been built by Americans, African 
railroads by Great Britain, Asiatic railroads by Ger- 
many and other countries. North African railroads by 
France. All the American countries were together 
building railroads that would take the traveler and carry 
goods from New York almost to the end of South 
America. Mines of precious stones in South Africa had 
been developed by the British; other mines elsewhere by 
the moneyed men of other nations. Over one billion 
dollars of American money had been invested in Mexico, 
while Europeans owned about the same amount of 
property in that country. Great Britain had about 
twenty-five billion dollars invested outside the British 
Isles, and the other principal European countries also 
had many billions invested beyond their own borders. 
This money went to South America, Asia, Africa, and 
Europe itself to do useful work and to help bring the 
standards of civilized endeavor up to the best examples 
of America and Europe. Altogether there was probably 
fifty billion dollars of the money of different countries 
invested in undertakings in other countries. The sum 
is so vast that it can scarcely be appreciated. 

The introduction of the railroad, steamship, and tele- 
graph made the exchange of information much easier 
and quicker than it was before. Postage was once 
charged according to the distance a letter was sent, and 
if it went to a foreign country there was an additional 
charge on that account. Business men complained of 
these inconveniences, and those which could be altered 
by each nation were gradually rectified. Then in a 
note of August 4, 1862, Montgomery Blair, Postmaster- 



GRADE VIII: WORLD FAMILY 345 

General in Lincoln's administration, proposed to all 
the nations that they frame an agreement among them- 
selves to make the mail service more efficient. The re- 
sult of this American suggestion was that the postal 
departments of fourteen countries sent men to Paris to 
talk over the matter, and they reached an agreement 
about methods "to facilitate the relations of peoples 
with peoples by means of the postal service." The 
scheme that had been worked out was so successful that 
in 1869 the German Government proposed that it be 
developed. As a result, an International Postal Con- 
gress met at Berne, Switzerland, five years later, with 
representatives from twenty-five nations. On October 
8, 1874, the delegates signed the constitution of what is 
now the Universal Postal Union and arranged for a per- 
manent bureau at Berne through which all their busi- 
ness with each other was to be transacted. The organi- 
zation was such that the whole world contributed to 
the support of the bureau, which received regular re- 
ports concerning the work of the four hundred thousand 
post-offices in the world. 

Great changes will take place after the war. States- 
men and economists are now at work on the readjust- 
ment of the economic life of the world. The war has 
proved the necessity for an international organization 
which will control immigration, investments, loans and 
the development of the backward regions of the earth. 
International Commissions on Trade and Investments, 
in all backward countries, are advocated. As prece- 
dents, we might mention those on the Danube, at Con- 
stantinople, at Alexandria, and in the Congo. 



346 A COURSE IN^ CITIZENSHIP 

Suggestions for study 

How do the nations normally depend upon each other? 
Illustrate from your daily life, clothes, foodstuffs. 
Can the nations communicate easily with one an- 
other? In what ways? Does one country help to 
develop others? Do the nations desire each other's 
products? Does the United States sell abroad? Do 
we buy from other countries? Do learned men of one 
country have an interest in those of other countries? 
How is it made easy for you to send a letter to China 
or Europe? 

Consider the importance of world commerce as a means 
of bringing the nations together in peaceful pursuits. 
What things in recent years have tended to facilitate 
and increase trade between nations? What do we 
mean by financial interdependence of nations? Name 
some examples in recent history where nations found 
they could not enter upon war without serious self- 
injury. What is the Pan-American Union? What does 
it include? What part does the United States play 
in its organization, and what ends is it intended to 
secure? 

To illustrate the first important piece of international 
finance, tell the story of the four sons of Mayer Roths- 
child. See Encyclopaedia, or The Rothschilds^ John 
Reeves (Low, London). Unseen Empire, David Starr 
Jordan (American Unitarian Association, 1912). 

Some interesting books from which to read to the class 
are: How the World is Fed, and How the World is 
Clothed, Frank George Carpenter (American Book 
Co.); How We are Clothed, How We are Fed, How We 
Travel, Chamberlain (The Macmillan Co.); The 



GRADE VIII: WORLD FAMILY 347 

Friendship of Nations, chap, vi, Lucile Gulliver (Ginn 
& Co.). 

For texts of conventions, see The First Booh of World 
Law, Raymond L. Bridgman (World Peace Founda- 
tion). 

Describe the International Bureau of Weights and Meas- 
ures, Public International Unions, p. 35, Paul S. 
Reinsch (Ginn & Co.). The First Booh of World Law, 
p. 257, Raymond L. Bridgman. 

Describe the International Telegraphic Union at 
Berne. Public International Unions, pp. 15-20, 176- 
78, Paul S. Reinsch. The First Booh of World Law, p. 
264, Raymond L. Bridgman. 

Describe the International Institute of Agriculture at 
Rome. Public International Unions, pp. 51-55, Paul 
S. Reinsch. Write to your Congressman for reports of 
work and activities. 

Under "Universal Postal Union," read Public Interna- 
tional Unions, pp. 21-28, Paul S. Reinsch. The First 
Booh of World Law, p. 17, Raymond L. Bridgman. 

Reference may be made to commercial geographies. 

On travel, compare conditions, described in Touring in 
1600, by E. S. Bates (Houghton Mifflin Co.), with 
those of to-day. 

See in general The Development of the International 
Spirit, by Hon. William A. Weir, Lake Mohonk Con- 
ference on International Arbitration, 1911, p. 197; 
The Federation of the World, by Benjamin F. True- 
blood (Houghton Mifflin Co.); The International 
Mind, Nicholas Murray Butler (Charles Scribner's 
Sons, New York). 



348 A COURSE IN CITIZENSHIP 

JANUARY: JUSTICE AND HONOR 
BETWEEN NATIONS 

MAGNANIMITY 

GEORGE WASHINGTON 

Observe good faith and justice toward all nations. 
Cultivate peace and harmony with all. Religion and 
morality enjoin this conduct; and can it be that good 
policy does not equally enjoin it? It will be worthy of 
a free, enlightened, and, at no distant period, a great 
nation to give to mankind the magnanimous and too 
novel example of a people always guided by an exalted 
justice and benevolence. 

When people live closely together, justice toward one 
another is essential. It is the same with larger communi- 
ties. Cities dealing with cities, states with states, nations 
with nations, must found their action on broad princi- 
ples of justice. History tells us of a time when justice 
was confined to the nation to which one belonged and 
it was then a maxim that "strange air made a man 
unfree," — that is, no justice was to be given to the 
man who was out of his own country. Justices in those 
days, too, depended largely on the privileges of freedom, 
and the man who was out of his own country was liable 
to be made a slave. The old Romans, when they con- 
quered another nation in war, made their captives pass 
under a yoke as a sign of bondage; and toward the man 
who had passed under the yoke, the Roman did not feel 
that he had to act with that sense of justice that marked 
his action toward his fellow Roman citizens. 



GRADE Vni: WORLD FAMILY 349 

Before the year 1648 the Roman idea that one nation 
was superior to all others prevailed. That year saw the 
close of the Thirty Years' War, a tremendous struggle 
between the various parts of Europe for dominion over 
one another. The Peace of Westphalia in 1648 marked 
the change from the old system to a new and better one. 
At the great meetings of diplomats which made that 
peace, there was much rivalry as to which nation should 
be considered most important. Each secretly considered 
itseK superior to the others, and none would admit any 
inferiority. It seems to us a foolish kind of argument, 
but it was very serious then. The result was that all the 
nations which were independent, or, as they were called, 
sovereign, were recognized as equal. Thus the largest 
nation agreed to treat the smallest just as well as it 
would its big neighbor who might be able to whip it in 
war. It was nothing less than applying the Golden 
Rule, "Do unto others as you would that they should 
do unto you," to the relations between nations. No 
longer could it be said, as the great Hugo Grotius had 
written in 1625, that '*for those who have supreme 
power, the equity is where the strength is." Henceforth 
justice was to play a greater part in the affairs of 
nations. 

Just as in the case of individuals before the courts, it 
was now recognized that nations should receive justice 
from each other regardless of their relative wealth, 
power, or position; but for almost two centuries after 
the Peace of Westphalia that system of equality among 
nations was confined to Europe. 

On July 4, 1776, the American Congress in the 
Declaration of Independence declared "that these 
united colonies are, and of right ought to be, free and 



350 A COURSE IN CITIZENSHIP 

independent states; . . . and that as free and inde- 
pendent states, they have full power to levy war, con- 
clude peace, contract alliances, establish commerce, and 
to do all other acts and things which independent states 
may of right do." On February 6, 1778, France, by 
means of a treaty of alliance, recognized the United 
States as a sovereign nation, this recognition being the 
first admission of a non-European territory into the 
family of nations. After the He volution was over, all 
the other European nations admitted the sovereignty 
of the United States. 

Many instances could be cited to explain the meaning 
of justice between nations, but perhaps the case of China 
and the Powers affords as striking an illustration as we 
could select. After the open hostility to foreigners in 
1900, a secret society, called the Boxers, was organ- 
ized to drive out the foreigners and to destroy the Chris- 
tians among the Chinese. It looked as if China would 
be cut up and parceled out among the European nations, 
whose citizens were in danger. But the American 
Secretary of State, John Hay, on July 3, 1900, sent a 
note to the Powers, declaring that it was the policy of 
the United States to preserve China for the Chinese, and 
asking that the other Powers agree to the same action. 
This policy was adopted, and in return China dispersed 
the Boxers and punished the guilty officials. But when 
the demand came for a money indemnity, the United 
States protested against the injustice of the amount of 
the claims, between four hundred and five hundred 
millions, declaring that China could not afford to pay 
such a huge sum. China recognized the justice of 
paying an indemnity, which was finally fixed at three 
hundred and thirty-three millions. 



GRADE VIII: WORLD FAMILY 351 

Wlien, however, China decided to adopt what was 
good in Western civilization, the United States in 1908 
showed her friendship and justice toward this great 
Eastern nation by remitting that part of the Boxer 
indemnity which remained unpaid. The share of the 
United States was originally twenty-five million dollars. 
China felt very grateful. She sent a high official to the 
United States to thank our people for this act of friend- 
ship; but she did more. She had already realized the 
value of Western education and decided not to use the 
money which the United States had remitted to her, for 
her own purposes, but to use it in training her young 
men in the learning of the West, so that they would be 
able to conduct her public affairs in more modern ways. 
Beginning with 1909, one hundred students, chosen for 
their ability, were to be sent each year to the United 
States for four years, or until 1913, to acquire the best 
education which they could from our colleges. From 
1913 on to 1940 the number sent each year was to be 
fifty, since each student remains here for several years, 
and about five hundred are in the country all the time. 
This scheme is being carried out, and the result is that 
many Chinese are learning our ways and are returning 
to their native country to become leaders of their fellow 
citizens. 

Honor between nations should impel them to acts of 
justice and to fair treatment. They should be ashamed 
to do otherwise, to act meanly. National honor is well 
illustrated in the case of the United States and Cuba. 
Cuba was for a long time a Spanish possession, but 
under Spanish rule the people of the island were not 
treated well and their progress was not rapid. Spain had 
an obsolete idea that a colony was a territory from 



352 A COURSE IN CITIZENSHIP 

which the mother country should get all it could, let- 
ting the people shift as they might. Conditions in Cuba 
were bad, and an insurrection occurred. It was opposed 
by Spain with means so cruel that the American people 
were aroused, and the final result was the Spanish- 
American War, which resulted in the freedom of Cuba. 
It would have been natural enough if the United States 
had stepped into the place of Spain and made Cuba her 
colony. But the United States had given her word that 
Cuba should be free, and that she would only superin- 
tend the erection of self-governing institutions among 
the people. After the war was over. United States 
troops and officials occupied the island for a time and 
conducted its business. They did all they could to train 
the Cubans to conduct their own affairs, and finally the 
people of Cuba drew up a constitution which they sub- 
mitted to the United States for approval. It met that 
approval, but it was feared that the government might 
not go smoothly, and so the United States insisted that 
in case of trouble this country should have the right of 
stepping in. Sure enough, after Cuba had been run- 
ning its own affairs for a time, matters got into such 
a state that America had to take charge for a while. 
When the American troops were leaving the island, 
President Estrada Palma said : ^ " We are in the pres- 
ence of the most extraordinary fact recorded in the 
annals of universal history. We are here to see off from 
our shores the remainder of the troops of the United 
States left in Cuba after helping us to secure our 
independence and the blessing of freedom. They could 
stay longer under any pretext whatever, they could 
serve to impose upon us an unjust demand, but the 

1 Foreign Relations of the United States, 1904, pp. 238-39. Edited by the Depart- 
ment of State. Govermnent Printing Office. 



GRADE VIII: WORLD FAMILY 353 

Government of the United States, identified with the 
liberal spirit and noble character of the American people, 
is willing, on the contrary, to prove the disinterest and 
sincerity of the aid rendered us, showing at the same 
time that we have, as an independent people, the confi- 
dence of one of the most powerful nations on earth." 

Suggestions for study 

What must happen when people come closely in con- 
tact with each other? Is this principle recognized 
between nations? What are independent nations 
called? How do they consider each other? When did 
they agree on this? Why? When did the United 
States claim membership in the family of nations? 
When did she receive membership? What was the 
next great change in the family of nations? What 
countries were affected by this change? Are nations 
as just toward each other as people are toward each 
other? Ought they to be? Show how justice has been 
done to China by the United States; by the world. 
How did the United States treat Cuba? Relate the 
facts. Is there as much reason for going to war now 
as there was in ancient or in mediaeval days? Is there 
a higher standard of international morality than there 
was in the ancient or mediseval world? What com- 
mon obligations have the nations in their relations to 
one another? What relation, if any, is there be 
tween the military power of a nation and the right- 
eousness of a cause? 

On the family of nations, see International Justice, 
George Grafton Wilson (Social Service Series of 
American Baptist Publication Society). 

On the open door in China, see World Politics, pp. 176- 



354 A COURSE IN CITIZENSHIP 

178, Paul S. Reinscli (The Macmillan Co.) ; History for 
Ready Reference^ vol. vi, p. 102, J. N. Lamed (C. A. 
Nichols Co., Springfield). 
On the Boxer affair, see History for Ready Reference^ vol. 
VI, pp. 115 ff., J. N. Larned. The Memoirs of Li Hung 
Chang, chap, xv (Houghton Mifflin Co.). China's 
Story, chaps, xxiii-xxiv, William Eliot Griffis 
(Houghton Mifflin Co.). 

FEBRUARY: EFFECTS OF WAR 
BETWEEN NATIONS 

THE RED CROSS SPIRIT SPEAKS » 

JOHN FINLEY 

Wherever war, with its red woes. 
Or flood, or fire, or famine goes. 

There, too, go I; 
If earth in any quarter quakes 
Or pestilence its ravage makes. 

Thither I fly. 



The cross which on my arm I wear. 
The flag which o'er my breast I bear. 

Is but the sign 
Of what you'd sacrifice for him 
Who suffers on the hellish rim 

Of war's red line. 

Once to every man and nation comes the moment to 

decide. 
In the strife of Truth with Falsehood, for the good or 

evil side; 

» From " The Battle Line of Democracy," published by the Committee on Public 
Information. 



GRADE VIII: WORLD FAMILY 355 

Some great cause, God's new Messiah, offering each the 

bloom or blight. 
Parts the goats upon the left hand, and the sheep upon 

the right; 
And the choice goes by forever 'twixt that darkness and 

that light. 

James Russell Lowell. 

"I would that wars should cease, 
I would the globe from end to end 

Might sow and reap in peace. 
And some new Spirit o'erbear the old. 

Or Trade refrain the Powers 
From war with kindly links of gold. 

Or Love with wreaths of flowers. 
Slav, Teuton, Kelt, I count them all 

My friends and brother souls, 
With all the peoples, great and small. 

That wheel between the poles. 
But since our mortal shadow. 111, 

To waste this earth began — 
Perchance from some abuse of Will 

In worlds before the man 
Involving ours — he needs must fight 

To make true peace his own, 
He needs must combat might with might. 

Or Might would rule alone." 

Tennyson. 

The highly organized trench fighting of the present 
war, in which millions have been killed and wounded, 
offers a strange contrast to the famous charge of the 
British Light Brigade at Balaklava on October 25, 1854. 
That charge consumed twenty-five minutes of actual 
fighting, and history records that every minute of it 
took eight lives. 



S56 A COURSE IN CITIZENSHIP 

War, as illustrated in the Russo-Japanese conflict, 
ceased to be a matter of mere dashing against the enemy. 
The great battle of Mukden in February and March, 
1905, shows a certain type of modern warfare. The 
battle began on February 16 and raged for nineteen 
days. The forces that confronted each other numbered 
about eight hundred and fifty thousand men, and they 
were spread over a front one hundred miles wide. The 
commanders were miles to the rear of their troops, con- 
nected with each part of their forces by telephone, 
keeping track of their movements on maps and giving 
orders by telephone. This battle was a game of chess 
played by the generals. The first reports said that the 
Russians lost thirty thousand men dead, over one hun- 
dred thousand wounded, and about forty thousand 
prisoners, out of about three hundred and seventy-five 
thousand engaged. The Japanese admitted fifty thou- 
sand casualties in four hundred thousand men. Two 
months later, in the naval battle of Tsushima, the fate 
of three thousand men was sealed in less than three 
hours. 

But war has other effects beside the wounding and 
killing of men. With so much commerce going on be- 
tween nations, the slightest disturbance anywhere in the 
world makes a business loss of thousands of dollars. 
When this condition came to be recognized, it had a pro- 
found effect on the war system. When two nations went 
to war, the others were no longer willing to be interfered 
with in their business. So the nations began to divide 
in the case of war into belligerents and neutrals. By 
declaring neutrality, a nation avoids as much as possi- 
ble the disturbance which war creates, but the effect 
of war on neutrals may mount up to large proportions 



GRADE VIII: WORLD FAMILY 357 

as is shown in the extraordinary events of the present 
war. An example of this is also shown in the war be- 
tween Italy and Turkey. When the Italian fleet ap- 
proached the Dardanelles to make an attack on Con- 
stantinople, the Turkish authorities planted submarine 
mines to blow up the Italian warships, and as a matter 
of safety held up all shipping about to pass through the 
straits. Above the straits millions of bushels of Russian 
and Rumanian grain were awaiting shipment to England 
and other countries; there, also awaiting shipment, were 
the great supplies of petroleum which Russia furnishes 
to European markets. But the closing of the straits by 
Turkey, owing to Italy's threatened attack, made it 
impossible for these supplies to be moved. On May 2, 
1912, as many as one hundred and eighty-five vessels 
were anchored around Constantinople. Russia was los- 
ing miUions of dollars because her grain could not be 
moved, and much of it was spoiling. From April 18 to 
May 18 no vessel was allowed to pass through the straits, 
and altogether the closing of these straits cost neutral 
nations, who had no concern in the war, as much as one 
hundred and fifty million dollars. Those neutral nations 
protested, and the result was that Italy was unable to 
carry out her plan of attacking Constantinople. War 
had to give way to the pursuits of peace. 

Were Justice the unswerving rule of the nations, the 
world would no longer be subjected to interference with 
commercial and industrial progress, the depletion of 
national treasuries, the set-back to scientific and cultural 
progress, the destruction of the world's art treasures, to 
say nothing of human suffering, distress and want and 
private griefs which always follow in the wake of war. 



358 A COURSE IN CITIZENSHIP 

Suggestions for study 

Why does war exist? Can it be avoided? Do nations 
want war? Why do they maintain armies and navies? 
Did kings in former times seek to avoid war? Who 
controls nations now? When war occurs what are 
the peaceful nations called? Do they suffer? Illus- 
trate. What does the war system cost? Does it ac- 
complish a necessary modern purpose? What are 
the only right reasons for going to war? Contrast 
the method of war with that of the Court. 

Apply to American School Peace League, 405 Marl- 
borough St., Boston, for illustrative literature. If 
great nations wage war upon each other, in what 
ways are other nations affected, and why? What evil 
effects have proceeded from war besides deathy 
wounds, and physical suffering? 

Reading for the teacher 

On modern war, see "The Most Up-to-Date Business — 

War," by Frederick Palmer, in McClure's Magazine, 

September, 1913, vol. xli. The Future of War, part i, 

chaps. I, III, v, VI ; part ii, chaps, v-vii, Jean de 

Bloch. World Peace Foundation. 

Read: A Voyage to Lilliput, chap, v, Jonathan Swift, 

• R.L.S. No. 89. Houghton Mifflin Co. 

Great Captains, Theodore A. Dodge. Houghton 

Mifflin Co. 
The Forces Warring against War, p. 15, Havelock 

Ellis. World Peace Foundation. 
Friendship of Nations, pp. 16, 17, 18, 100, 166, 
167, 193, 208, 209, 218, 219, 220, Lucile Gul- 
liver. Ginn & Co. 



GRADE VIII: WORLD FAMILY 359 

MARCH: GROWTH OF LAW AS AN 

AGENCY FOR PROMOTING 

GOOD WILL 

Peace is the permanence of law. Under peace the 
affairs of nations as well as the affairs of individual men 
will be settled by judges, or by juries, or by both. 

David Starr Jordan. 

Till the war-drum throbb'd no longer, and the battle- 
flags were furl'd 
In the ParHament of man, the Federation of the world. 
Alfred Tennyson in "Locksley Hall." 

We do not know when the people of the earth first 
began to have laws. All that we know is that the study 
of ancient history constantly reveals codes of law of 
earlier and earlier dates. Egypt, Assyria, and Chaldea 
had laws, many of which differ but little from our own of 
to-day. 

Why did people in those far-off times have laws? 
They found them necessary, in order to live together 
peaceably, for laws are a means to secure justice. When 
families began to have dealings with other families, they 
became a tribe, and the strongest man of the tribe be- 
came its chief. When the chief made a decision which 
seemed right and just to the tribe, that decision resulted 
in the growth of a custom for the tribe; and that custom 
was law. When the tribes were closely united among 
themselves, they reached out to control other tribes. 
Each obeyed the customs it had found good, and each 
stood together. When the chief decided that it would 
benefit his tribe if it could conquer another, all the 



360 A COURSE IN CITIZENSHIP 

tribesmen went out with him and loyally fought for the 
glory of their own people. After a while, many tribes were 
conquered and there resulted larger units, or nations, in 
which it became customary to recognize single rulers, or 
kings, and this custom became a general law. 

It was not until the latter part of the sixteenth cen- 
tury that the relations of nations came to be a matter of 
study for scholars or to be subject to rules that might by 
any stretch of the imagination be accepted as genuine 
law. Hugo Grotius, a brilliant Dutchman, was the first 
to reduce the rules which existed in his time to a sound 
basis. His great work. The Rights of War and Peace, was 
published in 1625. In this book he sought to state the 
rules which should govern the relations between nations. 
In doing this he followed what he called the law of 
nature, or "natural human law," which corresponds in 
all essentials to the customs which were followed by 
early peoples and which in time hardened into rules of 
law. 

We have seen how the Treaty of Westphalia solved 
many problems that had been troubling Europe. From 
this treaty is dated the modern period of diplomatic his- 
tory. Among other things, it laid the basis for freedom 
in religious matters, and established the principle of the 
independent or sovereign state, two most essential ele- 
ments in securing justice in the family of nations. From 
that time until the present, international law has devel- 
oped, and this is due to the rapid growth of international 
relations, and the consequent sense of world unity with a 
world will and a world conscience. 

Fifty years ago the slave trade in Africa outraged the 
best instincts of all civihzed peoples, who were agreed 
that it should be stopped. It was a question on which all 



GRADE VIII: WORLD FAMILY 361 

civilized nations felt the same, and in 1885 at Berlin 
means were taken by the nations as a whole to prevent 
it. In 1890, at Brussels, Belgium, the nations made a 
general treaty to carry out the principles agreed upon at 
Berlin, and as a result it is now unlawful for the citizens 
of any Christian nation to traffic in slaves. 

The rapid means of communication has made it neces- 
sary for the nations to protect themselves against flight 
from justice by an individual. All nations recognize 
that when a man commits a crime in one country and 
flees to another, he should not escape justice, so they 
have made agreements or extradition treaties, as they 
are called, providing that persons who are citizens of one 
country and are charged with certain enumerated 
crimes shall be handed over to the authorities of that 
country by the authorities of any other to which they 
may flee. 

A great deal of law has grown up around the right of 
nations to do business with other nations. This right is 
exercised by means of diplomatic agents, ambassadors 
or ministers, and consuls who represent their govern- 
ments at foreign capitals. The duties of ambassadors 
and ministers, who are sent to other countries by the 
chief executive, consist in looking out for the interests of 
their own country in the foreign state, and this is done 
by means of negotiation and treaties, about which a 
large number of rules of law have been adopted. 

International law has received a rude shock during 
the present war. But to-day, as we witness the intoler- 
able consequences of violated standards, we stake our 
only hope on the prospect of a new departure in the 
development of law. The universal manifestation of 
sorrow and destruction will, we hope, prompt the dele- 



362 A COURSE IN CITIZENSHIP 

gates who will meet in conference after the war to 
cooperate in the reestablishment of international law, 
the only legal appeal for the nations. 

Suggestions for study 

How did law grow up among early peoples? What is the 
object of law? How did international law grow up? 
Who was the father of international law? When did 
the modern period of international law begin? What 
were its foundations? Who conducts the business of 
nations with each other? How is it conducted? How 
are most of the disputes settled? 

On Grotius, see introduction to The Rights of War and 
Peace, Old South Leaflets, No. 101. Directors of Old 
South Work, Old South Meeting House, Boston. For 
literature on pacific settlement of international dis- 
putes, write to American School Peace League, 
Boston. 

APRIL: AGREEMENTS BETWEEN 
NATIONS 

War will eliminate itself. By the next centennial, 
arbitration will rule the world. — General Sheridan, 
in 1876. 

With the calling of the First Hague Conference, in 
1899, the people of the world began to consider more 
carefully than they had ever done before the desirability 
of settling disputes by pacific methods; and since the 
organization of a Permanent Court of Arbitration, 
established by the Conference, the nations have made 
agreements or treaties providing that differences which 



GRADE VIII: WORLD FAMILY 363 

may arise between them shall be referred to this Court. 
Those who have looked forward to a condition of peace 
among the nations have encouraged the negotiation of 
arbitration treaties. Well over one hundred and fifty 
of these have been signed, involving nearly all the great 
nations of the earth. 

The treaties are by no means alike, but the principal 
ones exclude questions affecting vital interests, inde- 
pendence, and national honor. A great effort has been 
made by those interested in international friendliness to 
have these exceptions omitted from treaties, but the ef- 
fort has not been successful among those nations known 
as the "Great Powers." The exceptions, however, are 
admittedly indefinite. They indicate things which a na- 
tion must decide for itself. "It is true," wrote Senator 
Elihu Root, "that there are some questions of national 
policy and conduct which no nation can submit to the 
decision of any one else, just as there are some questions 
of personal conduct which every man must decide for 
himself." As a matter of fact, however, the exceptions 
have worked well in practice, for arbitration, like all 
other public business between nations, depends mostly 
for its success upon the spirit of fairness of the parties. 
Countries that are friendly to each other are not likely to 
stand on a strict interpretation of such excluding phrases, 
and instances have occurred where matters involving 
national honor or vital interests have been arbitrated. 

The value of arbitration lies in its ability to allay pub- 
lic feeling. The arbitration treaty puts the common- 
sense view of a dispute into writing, and if a dispute does 
occur, the existence of the contract makes it easier and 
surer that the question will be settled in a friendly way. 
Most of the arbitration treaties have never been used; 



SQ4i A COURSE IN CITIZENSHIP 

but there are notable examples proving their effective- 
ness. In one ease the United States and Great Britain 
settled the century-old dispute concerning rights to fish 
on the coast of Newfoundland, and Russia and Turkey 
solved a money question originating in their war of 1877, 
after they had disputed over it for nearly thirty-five 
years. 

In international affairs, just as in national, new 
problems are always arising. Some nations may have 
problems peculiar to themselves, and even where many 
nations have the same problem, conditions are sure to 
vary among them. How to have as many and as 
definite rules as possible to cover the ordinary routine 
of public business is therefore a problem confronted by 
all nations, and it is solved by the negotiation of 
treaties. These are of two kinds, those to which many 
nations are parties, and those to which only two nations 
are parties. The former are really parts of international 
law, but the two-party treaties are not of that charac- 
ter, though they are law for the countries which make 
the agreements. These are made on any subject upon 
which two nations find it useful or desirable to have an 
agreement or a contract or even an understanding. They 
are negotiated upon all sorts of subjects, but most of 
them relate to the intercourse between countries, being 
intended to make communications or business with each 
other easier. Commercial relations, the rights of consuls 
and their privileges, naturalization, emigration, and 
extradition are the principal subjects of such treaties, 
though most geographical boundaries are determined 
by treaty. There are so many of these treaties in the 
world that it would take over one hundred thousand 
pages to print them all, and the characteristic of all of 



GRADE VIH: WORLD FAMILY 365 

them is that they constitute agreements on anything 
upon which the parties desire to agree. 

Most of the treaties are simple, even if the questions 
with which they deal are themselves complicated. Often 
controversies that have been discussed in dispatches 
hundreds of pages long are settled by treaties as easy to 
understand as a nursery rhyme. All really gopd treaties 
are simple, for, if they cannot be understood, the diplo- 
mats know that something may occur that will cause a 
dispute over them, and this they always try to avoid. 

Since the United States began as a nation, over six 
hundred and fifty different treaties have been made. 
One of the most important treaties made by this nation 
is that with Great Britain, which established an unforti- 
fied boundary of over three thousand miles between the 
two countries, the United States and Canada. This 
treaty has been kept for a hundred years and offers to 
the world a practical example of disarmament between 
two great nations. 

Nations have not always kept their treaties. The 
breach of a plain treaty shattered the fabric of public 
law in Europe. A "scrap of paper " has become a syno- 
nym for the repudiation of treaty obligations. 

The safety of each nation, however, and the world's 
security depend on the acceptance of the treaty as a 
sacred bond. The problem of good faith in international 
affairs is a common one, and it depends partly on a 
general raising of the level of international morality, 
partly on the reform of diplomatic procedure, and partly 
on the provision of external sanctions against treaty- 
breaking. 



366 A COURSE IN CITIZENSHIP 

Suggestions for study 

What do arbitration treaties accomplish? What inter- 
national disputes are settled by arbitration? What 
disputes are not? Do the exceptions make much dif- 
ference if countries desire to settle the dispute? Do 
arbitration treaties help nations to keep friendly? 
What are agreements between nations called? On 
what subjects do nations make agreements? Why 
should treaties be easily understood? How many 
treaties has the United States made? Why do they 
cease to exist in some cases? What is an Arbitration 
Treaty? What questions are usually excepted from 
arbitration? Do you think such questions should be 
excepted? How did the General Arbitration Treaties 
prepared by President Taft with Great Britain and 
France differ from other Arbitration Treaties? 

For references on arbitration, read International Arbitra- 
tion, Robert C. Morris (Yale University Press). The 
New Peace Movement, pp. 151-64, William I. Hull 
(World Peace Foundation). 

For references on treaties, read The Practice of Diplo- 
macy, chaps, xii-xvi; chaps, xvii-xviii, "Arbitration 
and its Procedure," and "International Claims," 
John W. Foster (Houghton Mifflin Co.). 

''Disarmament on the Great Lakes," address of Charles 
Henry Butler at the Mohonk Conference on Inter- 
national Arbitration, May 18, 1910 (World Peace 
Foundation). 

Principles of American Diplomacy John Bassett Moore. 
Harper & Brothers, New York. 



GRADE VIII: WORLD FAMILY 367^ 

MAY: WORLD CONFERENCES 
LEADING TO WORLD FEDERATION 

ODE SUNG AT THE OPENING OF THE 
INTERNATIONAL EXHIBITION 

ALFRED TENNYSON 

Uplift a thousand voices full and sweet, 

In this wide hall with earth's invention stored. 
And praise th' invisible universal Lord, 

Who lets once more in peace the nations meet. 
Where Science, Art, and Labor have outpour'd 

Their myriad horns of plenty at our feet. 

All nations have problems of common interest. Men 
from almost every country have met together in Inter- 
national Conferences and Congresses to discuss the pub- 
lic business of the world. Some of the most prominent 
of these gatherings have been the great medical con- 
gresses, in which the science of the world has been 
assembled to devise means for the control and preven- 
tion of disease; those of applied chemistry, which have 
rendered great service to many lands in securing pure 
food by regulation of traffic in foodstuffs; not to dwell 
on the periodic congresses of hygiene, alcohol, opium, 
agriculture, education, government, finance, moral 
training, pure science, geology, zoology, and the races 
of men. All this shows the necessity of a closer union 
between nations. This has been recognized in almost 
all the countries, and a League of Nations has been put 
forward as a world program after the war. 

On the eighteenth of May, 1899, an event took place 



368 A COURSE IN CITIZENSHIP 

which will always stand out as a landmark in the his- 
tory of mankind. Unlike most of the world happenings, 
this occurrence affects equally every civilized nation en 
the globe. The anniversary of this event has been ob- 
served in many countries and stands for many people as 
a symbol of law and order among nations. 

In August, 1898, people all over the world were sur- 
prised by a letter which the Czar addressed to the na- 
tions represented at the Russian Court. This letter was 
an invitation to send delegates to a meeting for the pur- 
pose of considering what could be done to keep nations 
from going to war with each other. The Czar stated 
in his letter that, for the best welfare of the world, the 
nations ought to restrict themselves in the spending of 
such enormous sums of money for armies and navies. 
This invitation to attend a peace conference met with 
unanimous response. 

On account of the unique nature of the Conference, 
it was thought best not to hold it in the capital of any 
of the Great Powers, the historical centers of political 
rivalries. Holland was selected as the country best 
adapted for such a meeting. The Queen, who was then 
only eighteen years old, to show her appreciation of the 
honor conferred on her country and of the deep meaning 
of the Conference, which is technically called the First 
Hague Conference, placed at its disposal one of the most 
beautiful buildings in the land, the widely famed House 
in the Woods. 

Three main topics had been proposed for discussion, 
and these were assigned to three large committees. The 
first considered the question of armaments. Though 
the Conference had been called chiefly to consider how 
the nations might be relieved from spending such vast 



GRADE VIII: WORLD FAMILY 369 

sums of money for their armies and navies, the committee 
which had this matter in charge found that the time had 
not yet come for deciding this burning question. The 
nations, they thought, must first agree on some plan to 
prevent war before they could be induced to give up 
their implements of war. The committee, therefore, 
came to no positive agreement. They unanimously ex- 
pressed the belief, however, that the restriction of arma- 
ments would be a blessing to mankind. This was greatly 
to be desired, they said. They also expressed the hope 
that the Governments would study the question, so that 
they might come to some future agreement. The second 
committee, that on the laws of war, proposed new rules 
which tend to make war less terrible than heretofore. 
The third committee, that on arbitration, worked on a 
practical plan for settling disputes. The propositions of 
these three committees were presented to the Confer- 
ence, and after long and careful discussion it adopted 
the famous three Conventions: 1, for the peaceful adjust- 
ment of international differences; 2, regarding the laws 
and customs of war on land; 3, for the adaptation to 
maritime warfare of the principles of the Geneva Con- 
vention. The Conference embodied the decision of the 
first committee in a Resolution. 

The Powers represented at The Hague agreed that if 
a dispute, serious enough to cause war, arises between 
two or more of them, they would, as far as possible, call 
in another nation or nations to view the matter with 
them in an impartial light and thus try to bring about a 
friendly settlement. Or one or more Powers, strangers 
to the dispute, may of their own free will offer their 
assistance. The nations also agreed that even during 
hostilities Powers strangers to the dispute might offer 



370 A COURSE IN CITIZENSHIP 

their services, and that this offer can never be regarded 
as an unfriendly act. 

Only six years after the Conference adjourned, this 
provision enabled the President of the United States, 
during the Russian-Japanese War, to invite Russia and 
Japan to send delegates to a meeting to discuss the 
terms of peace. During this conference, held in Ports- 
mouth, New Hampshire, and which ended in the Peace 
of Portsmouth, the peoples of the world looked on with 
interest and sympathy, and it was the common hope 
that the delegates would work out satisfactory terms of 
peace. 

The second part of the plan, which the Committee 
on Arbitration adopted, stated that a useful method of 
settling a dispute which has arisen between nations 
might be to appoint a committee composed of men from 
other countries to inquire into the disputed case and to 
present the facts to both parties. Such committees were 
called "International Commissions of Inquiry." For a 
long time the delegates discussed this matter. The act 
was finally approved, however, although it was stated 
that those cases which concerned the honor or essential 
interests of a nation would not be considered as coming 
under this rule. 

This provision enabled the Powers of Great Britain 
and Russia to settle speedily and peacefully a grave 
dispute which had arisen between them. When, during 
the Russian-Japanese War, the Russian fleet fired on 
some British fishing vessels, there was great excitement 
in England. Under the rule of inquiry adopted at The 
Hague, an investigating committee of inquiry was ap- 
pointed, and the facts proved that the Russian ship had 
mistaken the British fishing vessels for the Japanese 
fleet. This was called the *' Dogger Bank Affair." 



GRADE VIII: WORLD FAMILY 371 

But the greatest success of the Committee on Arbi- 
tration, and, indeed, of the First Hague Conference, was 
the estabhshment of a court which acts as an umpire or 
arbiter. It is called The Hague Court of Arbitration. 
This Court has well proved its worth, for since it was 
opened in April, 1901, fifteen important cases of inter- 
national controversy, representing nearly every great 
nation of the world, have been settled by its judges. The 
American people like to remember that the United 
States was the first nation to record its faith in the 
Hague Court, by proposing that the Pious Fund con- 
troversy be taken there for settlement. 

The headquarters of the International Court of Arbi- 
tration is in the Palace of Peace, a beautiful building 
situated on the avenue leading from The Hague to 
Scheveningen. An American citizen gave the Nether- 
lands Government the sum of $1,500,000 toward its 
erection and maintenance, while nearly every country 
has contributed to its adornment. 

The results of the First Hague Conference are far 
greater than the world ever dreamed of, and perhaps 
the greatest result of all was the calling of the Second 
Hague Conference, which included representatives from 
practically all the nations of the world. 

Fourteen Conventions were agreed upon by this 
Conference. The delegates endorsed and strengthened 
the plan for good offices and mediation, International 
Commissions of Inquiry, and an International Court of 
Arbitration. 

Our American delegates in the Second Hague Confer- 
ence urged very strongly the establishment of a perma- 
nent International Court of Justice, which should be to 
the nations of the world what our Supreme Court is to 



372 A COURSE IN CITIZENSHIP 

the States of the United States. A plan was drawn up 
which might develop into an international court of jus- 
tice, but was finally rejected because the delegates could 
not agree upon the method of selecting judges. It was 
decided, however, that this Court of Arbitral Justice, as 
it was called, could be set up at any time, whenever the 
nations should come to an agreement on the selection of 
judges. 

The Second Hague Conference rendered a great serv- 
ice to the world by its vote in favor of holding regular 
conferences. It was Secretary Root who first proposed 
that the Second Conference should arrange for the hold- 
ing of regular ones in the future, and as the vote was 
passed, a Third Peace Conference was to have con- 
vened in the summer of 1915. The war made this 
impossible. 

To-day, in the midst of this gigantic war, embracing 
the greater part of civilized mankind, the statesmen of 
the world are more than ever convinced that the hope 
of civilization lies in the progressive development of the 
principle of arbitration, conciliation and judicial settle- 
ment. The Third Hague Conference, which should be 
called soon after peace is declared, should reaffirm the 
adherence of the Powers to the International Court of 
Arbitration, and should provide for the establishment 
of an International Court of Justice, an International 
Council of Conciliation, a Permanent International Con- 
ference, and a Permanent Continuation Committee. 

Suggestions for study 

Show how the people of the world meet in congresses. 
For what purposes? What is the benefit and signifi- 
cance of private international congresses? What 



GRADE VIII: WORLD FAMILY 373 

made the Hague Conferences possible? Who called 
the first one? Where was it held? Why? When and 
why is its anniversary celebrated? What did it do for 
peace? For war? How did it reduce the possibility 
of war? What was the Dogger Bank affair? What 
nations were the first to arbitrate at The Hague? 
When did the Second Conference meet? What peace 
problem did it study? What was the result? What 
provision exists for other such meetings? What is the 
Hague Tribunal? What is the difference between 
this tribunal and the proposed Court of Arbitral 
Justice? 
Read: 

The Two Hague Conferences, William I. Hull. 

World Peace Foundation. 
A Call to Patriotic Service, Fannie Fern Andrews. 

American School Peace League, Boston. 
Diplomatic Memoirs, vol. ii, chaps, xxxvii- 
XXXVIII, John W. Foster. Houghton Mifflin Co. 
The Existing Elements of a Constitution of the 
World, Henri La Fontaine. American Associa- 
tion for International Conciliation. 
Swords and Ploughshares, Lucia Ames Mead. 

G. P. Putnam's Sons. 
The First Hague Conference, Andrew D. White. 

World Peace Foundation. 
The Two Hague Conferences, Joseph H. Choate, 

Princeton University Press. 
The Significance of the Eighteenth of May. U.S. 
Bureau of Education, Bulletin no. 8 (1912). 



374 A COURSE IN CITIZENSHIP 

JUNE: HOW CAN WE BE OF SERVICE 
IN THE WORLD FAMILY 

THE BOY COLUMBUS! 

ANONYMOUS 

"'T is a wonderful story," I hear you say, 

"How he struggled and worked and plead and prayed. 

And faced every danger undismayed. 

With a will that would neither break nor bend. 

And discovered a new world in the end — 

But what does it teach to a boy of to-day? 

All the worlds are discovered, you know, of course. 

All the rivers are traced to their utmost source:- 

There is nothing left for a boy to find. 

If he had ever so much a mind 

To become a discoverer famous; 
And if we 'd much rather read a book 
About someone else, and the risks he took. 

Why nobody, surely, can blame us.'* 

So you think all the worlds are discovered now; 

All the lands have been charted and sailed about. 

Their mountains climbed, their secrets found out; 

All the seas have been sailed, and their currents known — 

To the uttermost isles the winds have blown 

They have carried a venturing prow? 

Yet there lie all about us new worlds, everywhere. 

That await their discoverer's footfall; spread fair 

Are electrical worlds that no eye has yet seen. 

And mechanical worlds that lie hidden serene 

[ And await their Columbus securely. 

* From Manual of Pairiotiam, compiled by Charles R. Skinner. New York State 
Education Department. 



GRADE VIII: WORLD FAMILY 375 

There are new worlds in Science and new worlds in Art, 
And the boy who will work with his head and his heart 
Will discover his new world surely. 

This topic is intended to bring the pupils into direct 
relation to the democratic movement by showing what 
they can do to help in the broader sphere of world rela- 
tionships. The child will readily see that being a mem- 
ber of a family, a school, town, state, nation, and the 
world, he is a citizen, and therefore has functions to per- 
form in all these relations. These obHgations make up 
the sum total of citizenship which it is everybody's 
privilege to enjoy. In performing his duties well in any 
one of these ways, he becomes a better citizen in all 
other respects. As family devotion is one of the most 
essential characteristics of the members of a great 
country, so service which exalts a nation is a contribut- 
ing factor to world progress. Thus, patriotic devotion to 
one's country means loyalty to the great principles of 
humanity. Those who seek to build up liberty in 
America are promoting liberty in the world. 

The child should be shown also that just as he has 
duties in the smaller community, his nation has duties 
and privileges and responsibilities in the family of 
nations. He should be shown that the wills of the citi- 
zens and their ideals determine the attitude of his own 
nation toward its sister nations, and that by his doing 
what he can toward bringing the world into a union of 
free, equal, cooperating nations, he is not only working 
to the great advantage of his own country, but also to 
the advantage of the family of nations, who must ad- 
vance together toward the desired end of a fuller life, 
actuated by the principles of justice. Finally, it should 



376 A COURSE IN CITIZENSHIP 

be pointed out that by its history and tradition the 
United States has a pecuhar mission to perform in 
becoming the leader in this advancement of world 
civilization. 

Suggestions for study 

Describe a good citizen under any flag. What would he 
do in his home? In his school? In his community? 
For his nation? To promote a world-wide spirit of 
democracy? 

1. Universal education. — Education should be pro- 
vided for every boy and girl in the world, that they 
may become intelligent and capable and helpful citi- 
zens. Boys and girls can help to reahze this world 
ideal by respect for school, by taking advantage of 
higher educational opportunities, and by helping 
others to be interested in, and to secure an educa- 
tion. Study Lincoln's desire for an education; Helen 
Keller's efforts to go through college; the eagerness to 
learn shown by the Japanese and the Jews. Read 
Mary Antin's The Promised Land (Houghton, 
Mifflin Co.). What new opportunities are there for 
vocational education; for knowing about farming? 
How and why does the United States Government 
help education? In the evening schools are many 
foreign-speaking people learning English. How can 
you help them? 

Reading for the teacher 

The Evolution of a Democratic School System, Charles 

H. Judd. Houghton Mifflin Co. 
A Textbook in the History of Education, Paul Mon- 
roe. The Macmillan Co. 



Grade vin.- world family 377 

The Educative Process, William C. Bagley. The Mac- 
millan Co. (Chap, ii, *'The Function of the 
School"; chap, iii, "The Ethical End of Edu- 
cation"; chap. XIV, "The Development of 
Ideals.") 
2. Self-government. — Government by the people has 
proved to be the most efficient and progressive form 
of government. To make and execute laws which 
will compel the energies of the peoples to bend every 
material and physical force to the use and comfort of 
mankind is the problem of a self-governed world. 
How can our children help? By respecting the laws 
which govern them — by performing some definite 
service, perhaps through a civic club — by studying 
the problems of public health and the combined 
efforts of the nations to rid the earth of disease. To 
what extent does self-government exist throughout 
the world? How is our own country governed? Are 
there any Civic Leagues in your town? Can you join 
them? Write to the Women's Municipal League, 
25 Huntington Avenue, Boston, to learn what the 
Junior Leagues do to help the city. Write to the 
United States Bureau of Education at Washington to 
learn of garden work. What great foreigners have 
contributed to the health of our country? Read 
about the work of Louis Pasteur in his Life, by 
Vallery Radot; of Noguchi, a remarkable Japan- 
ese scientist, in the Rockefeller Institute; of Paul 
Erlich, the greatest living expert in medical science. 
How were Walter Reed in Cuba and Colonel Gor- 
gas at Panama able to improve the health con- 
ditions? 



378 A COURSE IN CITIZENSHIP 

Read : 

Walter Reed and Yellow Fever, Howard A. 

Kelly. McClure, Phillips & Co. 
Civil Government in the United States, John 

Fiske. Houghton Mifflin Co. 
Preparing for Citizenship, and Government and 
Politics in the United States, W. B. Guitteau. 
Houghton Mifflin Co. 
How We are Governed, Anna L. Dawes. Ginn 

& Co. 
School Civics, F. D. Boynton. Ginn & Co. 
3. World hospitality. — Justice and friendship should 
become a part of the world life, so that peoples of 
any race or nationality may be able to find protec- 
tion wherever they wish to make their homes. The 
League of Nations will provide for this. How may 
boys and girls help to establish hospitality in their 
own country? By cultivating the habit of acting 
justly and in a friendly spirit; by respecting the dif- 
ferent races and nationalities in their midst; by 
studying the marvelous things already accomplished 
by the peoples working together; by coming into per- 
sonal contact with children of other lands, either by 
story-reading or by correspondence. 
Read: 

The Friendship of Nations, Lucile Gulliver. 

Ginn & Co. 
Hans Brinker, or the Silver Skates, Mary 

Mapes Dodge. Century Co. 
Heidi, Johanna Spyri, Everyman's Library, 

E. P. Dutton &Co. 
Little People Everywhere Series, Little, 
Brown & Co. 



GRADE VIII: WORLD FAMILY 379 

The Little Cousin Series, Mary H. Wade. L. 

C. Page & Co. 
The World and its People Series. Silver, 

Burdett & Co. 
(The later volumes in these series are appro- 
priate for the eighth grade.) 
4. Fraternal union. — The crowning world ideal is a 
union between all the members of the family of 
nations, where law and justice rule in place of force 
and warfare, in which the smallest and largest nation 
shall be on the same terms of equality before the law 
of nations. How can we help to bring about this 
greatest of all political triumphs? By realizing the 
great benefits we have received through the union of 
our forty-eight States under the American Constitu- 
tion; by holding firm to the principles of our fore- 
fathers in establishing peace and justice; by realizing 
that international federation is truly an American 
ideal, that our greatest statesmen have championed 
it and that the world looks to us to lead in the realiza- 
tion of this ideal. 

In what ways does the Federation of the States of 
our Union prefigure the Federation of the World? 
In answering, think of the duties and powers of our 
National Congress and our Supreme Court in com- 
parison with the duties and powers of an Interna- 
tional Congress and an International Court. 

Our population is made up of people from many 
other nations. What advantage does this fact give 
the United States in its international relations? 

In what other ways has the United States an 
advantage over the Great Powers of Europe in 



380 A COURSE IN CITIZENSHIP 

taking a firm stand for the advancement of interna- 
tional justice? 

Reading for the teacher 

World Organizatioriy Raymond L. Bridgman. World 
Peace Foundation. 

The Mission of the United States in the Cause of Peacey 
Justice David J. Brewer. World Peace Founda- 
tion pamphlet. 

The Rebuilding of Europe, David Jayne Hill. The 
Century Co. 

The Friendship of Nations, Lucile Gulliver. Ginn & 
Co. 



INDEX 



Above All Nations is Humanity, 837-41. 
Address, Bailey, 354; WiUon, 311. 
Advertising Goodness, Lee, 240. 
Agreements between Nations, 362-65. 
Aiken, John, 134. 
Alcott, Louisa M., 66, 260. 
Alfred the Great, 66. 
All the Year Round, 119. 
Allison, Joy, 31, 91, 102. 
America the Beautiful, Bates, 263. 
America Triumphant, Holmes, 187. 
American Book of Golden Deeds, An, 

Baldwin, 133, 144, 186, 189, 190, 211, 

216, 228, 234, 272, 341. 
American Ideals, 227, 228, 230-81, 284, 

822-25. 
American School Peace League, 285, 358, 

362. 
American World Policies, Weyl, 319. 
Amicis, Edmondo de, 252. 
Ancient Mariner, The, Coleridge, 178. 
Andersen, Hans Christian, 18, 27. 
Andrews, Fannie Fern, 282-380, 299, 321. 
Antin, Mary, 171, 195, 198, 306, 376. 
Arbitration, 362-66, 369-73. 
Army of Peace, The, Dole, 229. 
Arthur, Kingi and his Sword, 66. 
Asolando, Browning, 241. 
At Your Service, Braley, 244. 
Aurelius, Marcus, 20. 
Authority, respect for, 21, 102, 159. See 

also Obedience to Community Laws. 
Avoiding Quarrels, 40-43. iSee also 

Peace among the Children. 

Babbitt, Ellen C, 10, 22, 54, 69, 75, 105. 
Balaklava, 355. 

Balaustion's Adventure, Browning, 104. 
Baldwin, James, 91, 95, 133, 144, 186, 

189, 190, 211, 216, 228, 234, 243, 247, 

259 272 286 341. 
Ballad of East 'and West, The, Kipling, 

327. 
Barbauld, Mrs., 134. 
Barrett, John, 300, 302, 303, 304. 
Barton, Clara, xviii, 94, 190, 207, 209, 210, 

216, 217, 271, 340. 
Bates, Katharine Lee, 263. 
Beauty Requires Thoughtfulness, Coe, 

265. 
Bible, The, 65, 81, 87, 88, 105, 177, 243, 

251, 341. 
Birkenhead, The Disaster of the, 3, 5. 
Bits of Talk about Home Matters, Jack- 
son, 236. 
Blake, William, 4, 8, 10, 49. 
Blind, Dr. Howe and the, 212. 
Bloomfield, Meyer, 167. 



Board of Health Story, A, Hill, 166. 

Bolivar, Simon, 302, 303. 

Boston, Emerson, 205. 

Boxer, Indemnity Fund, 310, 350, 354. 

Boy Columbus, The, 374. 

Boy Scouts, 91, 161, 162-164, 208. 

Bradford, William, 294. 

Braley, Berton, 244. 

Brotherhood, Human, 319, 320, 338, 378. 

Brothers McLean, 175. 

Browning, EUzabeth B., 62, 65, 102. 

Browning, Robert, 32, 45, 68, 104, 105, 

177, 193, 241. 
Bryce, James, 317. 

Building of the Ship, Longfellow, 322. 
Bunyan, John, 116. 
Burbank, Luther, 94. 
Burns, Robert, 130, 170. 
Burroughs, John, 72. 

Cable Hymn, Whittier, 307. 

Cabot, Ella Lyman, 86-127, 90, 95, 99, 

103, 125, 178, 185-229, 196, 207, 208, 

215, 216, 221, 223, 224, 239, 248, 278. 
Cabot, Ethel, 41. 
Call, The, Leonard, 169. 
Camp-Fire Girls, 161. 
Camp School Song, Trowbridge, 174. 
Canada, 313, 315, 365. 
Care of Health, 12, 13, 149. 
Carlyle, Thomas, 268. 
Carols, Old, 18. 

Gary, Phoebe, 4, 22, 32, 77, 103, 120. 
Casa Guidi Windows, Browning, 65. 
Celestial Surgeon, the, Stevenson, 58. 
Centennial Meditation of Columbia, 

Lanier, 193. 
Champlain, Samuel de, 294. 
Charity, Board of, 150, 153. 
Charles I, 294. 
Cheerfulness, 114-18. 
Child and the Year, The, Thaxter, 206. 
Child's Garden of Verses, A, Stevenson, 

4, 35, 63. 
Childhood of George Washington, The, 

66. 
Childhood of Great Men, 65-67. 
Children's Hour, The, Tappan, 144, 190. 
China, 809, 310, 311, 333, 334, 350, 361, 

353. 
Christabel, Coleridge, 40. 
Christian Year, The, Keble, 35. 
Christmas, 16-20. 
Christmas, Hilda's, Lane, 19. 
Christmas in Olden Times, Walker, 17. 
Christmas Tree, The Legend of the, 

Wheelock, 101, 
Civic Beauty, 147, 263-66. 



S8% 



INDEX 



Civic League, 142, 143, 161, 208, 377. 
Civic Life, 129, 130, 374. 
Civic Reader for New Americans, Bloom- 
field, 157. 
Civic service, 132. 
Civics, XX. 
Cleanliness, Responsibility for, 12-16; 

importance of, 149-50. 
Clough, Arthur Hugh, 43, 242, 243. 
Coe, Fanny E., 94, 95, 99, 105, 125, 186, 

228, 230-81, 265, 272, 336. 
Coleridge, Samuel Taylor, 40, 66, 81, 178, 

297. 
Columbus, 93, 94, 190, 290. 
Columbus, Lowell, 93. 
Compass, The, 335. 
Conquest, spirit of, 290. 
Constancy, Herbert, 238. 
Contribution of Each Race to American 

Life, The, 193-97. 
Cosmopolitan Club, 318. 
Cotter 3 Saturday Night, The, Burns, 

130. 
Courage, 32, 80, 116, 228, 231, 240, 

271. 
Courage to overcome Difficulties, 241- 

46. 
Court Lady, A, Browning, 62. 
Courtesy, 35-39, 68, 59, 64, 103, 164, 

228, 232-38. 
Cromwell, Oliver, 294. 
Cuba, 339, 340, 351, 352, 353. 
Cunningham, Alison, 66. 
Cutter, George W., 204. 

Darwin, Charles, 94, 268. 

Davenport, John, 294. 

Day with a Courteous Mother, Jackson, 

236. 
De Constant, d'Estournelles, 291. 
Deeds of Kindness, Sargent, 4. 
Dejection, Coleridge, 81. 
Democracy, 337. 

Difficulty, overcoming, 227, 241-46. 
Discontented Squirrel, The, Cabot, 41. 
Discovery, motives of, 289, 290. 
Divine Image, The, Blake, 8. 
Dog of Helvellyn, The, McSkimmon, 26. 
Dole, Charles F., 133, 138, 144, 146, 161, 

165, 166, 187, 220, 229. 
Dreier, Thomas, 244, 278. 
Dust under the Rug, Lindsay, 22, 111. 
Duty, William Wordsworth, 154. 

E Pluribus Unum, 202-05. 

E Pluribus Unum, Cutter, 204. 

Each and All, Emerson, 276. 

Each Nation's Contribution to the World, 

332-36. 
Ecclesiasticus, 210. 
Edison, Thomas, 93, 94. 
Education, 137-41, 324, 376. 
Effects of War, 354-58. 
Egan, Maurice F., 28. 
Eighteenth of May, Significance of, 321, 

367, 368. 



Electricity, 335. 

Elegy on the Death of Dr. Cbanning, 

Lowell, 202. 
Emerson, Ralph Waldo, 32, 47, 203, 205, 

215, 228, 246, 247, 276. 
English Civil War, 296. 
English for Foreigners, O'Brien, 4, 182, 

187, 200, 205. 
English influence on America, 288, 316. 
Epflogue to Asolando, Browning, 241. 
Erlich, Paul, 377. 
Ethical training, xx. 
Ethics for Children, Cabot, 69, 90, 95, 

99, 103, 125, 186, 195, 196, 207, 215, 

221, 223, 224, 228, 239, 248, 278. 
European Competition for American 

Colonies, 292. 
European Interest in Spanish America, 

300-04. 
Extradition treaties, 361. 

Fair Play, 104-08. 

Faithfulness, 20-26, 68-71. See also Old 

Dog Tray, 92. 
Fatherland, The, Lowell, 326. 
Federation, International, 379. 
Finley, John, 354. 
Fire Department, 154-60. 
Fires, how children can help prevent, 165; 

practical advice about, 156. 
First Book of Stories for the Story-Teller, 

Coe, 94, 105. 
First Thanksgiving, The, McSkimmon, 

57. 
Five Cents a Day, Anon., 269. 
Five Little Chickens, Anon., 110. 
Flag, reverence for the, 251, 252; the 

American, 331. 
Fool's Prayer, The, Sill, 55. 
Foreign Children, Stevenson, 4, 63. 
Foreign lands and customs, 17, 22, 32, 62- 

64, 69, 100, 120. 
Foreigners, 63, 131, 171, 177, 194-97, 

286, 306-11, 333-36, 377. 
Forgiving Indian, The, 64. 
Fox, George, 294, 295. 
France, an Ode, Coleridge, 297. 
Franklin, Benjamin, 66, 211, 268. 
Fraternal union, 379. 
French influence, 315. 
Friend, A Lost, O'Reilly, 76. 
Friendship, 47, 76, 223, 224. 
Friendship, Emerson, 47. 
Friendship of France, The, De Constant, 

291. 
Friendship of Nations, The, Gulliver, 186, 

211, 216, 225, 317, 321, 347, 358, 378. 
Friendship with other Nations, 223-27. 

Games, Universal, 329. 

Garibaldi, Giuseppi, 194, 195, 196. 

Generosity, 30-35. 

George Nidiver, Anon., 32. 

German influence in America, 287, 316. 

Gilder, Richard Watson, 318. 

Golden Rule, The, 81-86, 349. 



INDEX 



383 



Good Manners, Kindness Shown by, 35- 
39. See also Courtesy. 

Good Samaritan, The, 87. 

Good Will among all Classes of Citizens, 
169-75; among all Commimities, 175- 
80. 

Good "Will to America, lyenaga, 307. 

Good Work, 109-13, 277, 278. 

Good Work, Ruskin, 267. 

Gorgas, Colonel, 377. 

Government by the People, 198-202. 

Gradatim, Holland, 12. 

Granny's Blackie, Babbitt, 75. 

Gratitude, 58-62. 

Great Americans, 27, 66, 94, 114, 170-71, 
178, 189-90, 194, 210-14, 216-19, 221, 
225, 231, 239, 242, 259-60, 268-69, 271, 
293-97, 306, 310, 336, 344, 345, 350. 

Great Frenchman, A, Cabot, 196. 

Great Johnstown Flood, The, Cabot, 178. 

Great Men, Childhood of, 65-67; Kind- 
ness of, 27-30. 

Great Statesmen, 210, 211. 

Greek influence, 286, 333. 

Grotius, Hugo, 211, 349, 360, 362. 

Growth of Law, 359-62. 

Gulliver, Lucile, 186, 211, 216, 225, 317, 
321, 347, 358, 378, 380. 

Hagedorn, Hermann, 148. 
Hague Conferences, The, 368-73. 
Hague Court, The, 320, 321, 362, 371, 

372. 
Hale, Nathan, 221, 
Halifax, Lord, 227. 
Hamilton, Alexander, 297, 299, 306. 
Hapgood, Isabel F., 252. 
Hay, John, 211, 224, 350. 
Hazard, Bertha, 2, 9, 18, 21, 54, 193. 
Health, 12, 13, 149, 166. 
Helpfulness, 55-57; to Communities,'180- 

84; to Old and Feeble, 72-76. 
Herbert, George, 68, 238. 
Heroes of Everyday Life, Coe, 186, 228, 

272. 
Heroes of Peace, 271-76. 
Heroism, James, 258. 
Hidalgo and Bolivar, 302, 303, 
Hilda's Christmas, Lane, 19. 
Hill, Mabel, 128-84, 138, 144, 151, 161, 

166, 178, 186, 200, 228, 293, 
Holland, John Gilbert, 12. 
Holmes, John H., 187. 
Home, The, 1-46; Influence of the, 130-35. 
Honesty, 69, 238-41. 
Hood, Robin, 104, 105. 
Hooker, Thomas, 294. 
Hosmer, Frederick L., 182. 
Hospitahty, 98-102, 378. 
How to Find Happy Land, Van Dresser, 

105. 
How We Can Serve our Country, 227-29. 
Howe, Samuel G., 212, 225, 271. 
Human Brotherhood, 319, 320, 338, 378. 
Human Brotherhood, Whittier, 304. 
Hundred Years of Peace, The, 298. 



I Love You, Mother, Allison, 31, 91, 102. 

If, Kipling, 207. 

Immigration, 305, 306, 307. 

In a London Square, Clough, 43. 

In Giant Despair's Castle, Bunvan, 116. 

Indians, 194. See The First Thanksgiv- 
ing, 57; The Forgiving Indian, 64, 

Industry, 94, 267-70. , 

Influence of Environment, 330-32. 

Influence of Europe, 284-90, 291-97, 316- 
17, 333-36. 

Influence of the United States on Asia 
and Africa, 307-11. 

Interdependence, Dreier, 278. 

Interdependence of nations, 342-47. 

International Commissions of Inquirv. 
370. 

International Congress on Education, 
318. 

International Law, 361, 362. 

International unions, 318, 345-47, 

Introduction, Taft, xi, 

lyenaga, T., 307, 

Jack Binns, the Hero of the Steamship 

Republic, Coe, 272. 
Jackson, Helen H., 236. 
James, William, 258. 
Japan, Opening of, 308, 310, 
Jataka Tales, 10, 22, 54, 59, 75, 105, 

125, 
Jefferson, Thomas, 211, 297, 298, 299. 
Jewett, Frances G., 144, 145, 151, 157, 

161, 166, 200, 216. 
Joan of Arc, 66. 
Jones and Sausage, Dreier, 244, 
Jordan, David Starr, 299, 317, 346, 359. 
Justice and Honor between Nations, 348- 

54. 

Kant, Emmanuel, 297. 

Keary, A. and E., 32. 

Keble, John, 35. 

Keeping One's Word, 68-71, 247, See 

also Faithfulness, 20-26. 
Keller, Helen, 94, 171, 242, 376. 
Kenyon, Ellen E., 92. 
Kindness, 1-46, 73, 91, 170, 175-80, 215- 

19. See also Thoughtfulness, and Sym- 
pathy. 
Kindness, Deeds of, Sargent, 4. 
Kindness of Great Men, 27-30, 
Kindness Returned, 105. 
Kindness Shown by Good Manners, 35- 

39. 
Kindness to Animals, 8-11, 18; 215, 216. 
Kindness to Playmates, 2-8. 
King's White Elephant, The, Babbitt, 

59 
Kipling, Rudyard, 10, 52, 110, 124, 125, 

207, 216, 224, 267, 278, 327, 331, 332, 

337 342. 
Krehbiel, Edward, 318. 

Lady of the Lake, The, Scott, 104. 
Lamb, Charles, 66, 251. 



S84 



INDEX 



Lane, Martha A. L., 19, 248. 

Lanier, Sidney, 193. 

Latin America, 313. 

Law, Growth of, 359-62; keeping the, 

160-61, 208, 252. 
Law of Love, The, Trench, 215. 
Law of the Jungle, The, Kipling, 52. 
Leak in the Dike. A, Gary, 22. 
Leaves of Grass, Whitman, 109. 
Lee, Gerald S., 240. 
Legend of the Christmas Tree, The, 

Wheelock, 101. 
Legend of the Northland, A, Gary, 32. 
Leonard, Priscilla, 169. 
Lessons for Junior Citizens, Hill, 138, 144, 

151, 161, 186, 200, 228. 
Let it Pass, 119. 

Letters and Social Aims, Emerson, 246. 
Lewis and Clarke, 190, 299, 300. 
Liberty's Latest Daughter, Taylor, 282. 
Library of the World's Best Literature, 

92. 
Lichtenberger, A, 37, 49. 
Lincoln, Abraham, 27, 170, 190, 198, 211, 

231, 236, 239, 242, 243, 376; When L. 

was a Little Boy, 66. 
Lindsay, Maud, 1, 22, 69, 110, 111, 

119. 
Little Athens' Message, Stephens, 171. 
Little Philosopher, The, Aiken and Bar- 

bauld, 134. 
Little Scotch Granite, 248. 
Little Shepherd, The, Lindsay, 69. 
Little Six, The, Cabot, 208. 
Little "Wanderlin and Other Tales, Keary, 

82, 
Locksley Hall, Tennyson, 359. 
Longfellow, Henry W., 4, 9, 10, 27, 94, 

105, 109, 177, 294, 322. 
Lost Friend, A, O'Reilly, 76. 
Lounsbury, Alice, 46. 
Love Thou Thy Land, Tennyson, 219, 
Lowell, James Russell, 93, 98, 99, 103, 

170, 202, 208, 232, 234, 250, 326, 

354. 
Loyalty to Public Officials, 164-68, 

McClenny Nurses, The, Barton, 217. 
MacDonald, George, 45, 160, 
McLean, Stuart, 175, 
McSkimmon, Mary, 1-85, 
Making Others Happy, 16-20, 
Mann, Horace, 66. 
Many in One, 202-05. 
Mead, Edwin D., 271. 
Measure for Measure, Shakespeare, 87, 
Members One of Another, Saadi, 337. 
Memorabilia, Xenophon, 119, 
Mencius, 133, 

Minor Odes, She King, 133. 
Missionaries, 311. 
Mr, Lee's Plumber, Lee, 240, 
Modern Bayard, A, Richards, 225, 
Mon Petit Trott, Lichtenberger, 37, 49, 
Monroe Doctrine, The, 301, 302, 313, 
814, 



More Mother Stories, Lindsay, 1, 69, 110, 

119. 
Mother Stories, Lindsay, 1, 111. 
Mukden, battle of, 356, 
My Kate, Browning, 102. 
My Love, Lowell, 103, 232. 

Nation, The, Cabot, 185-229. 
National Characteristics, 328-32. 
Nationalism, War and Society, Krehbiel, 

317, 318. 
Nations, neutral, 357, 358. 
Nature Myths, Book 9f , Holbrook, 32. 
Nature Study. See Kindness to Ammals, 

8-12; Protection and Care of Plants, 

43-46. 
Need of a Course in Citizenship, xv. 
Neighbor Mine, 145. 
Neighbor, Who is My, 87-90. 
Neighborhood, The, 86-127. 
Neighborliness, 120, 124, 125. 
Nettleship, R. L., 182. 
Newbolt, Henry, 136. 
Newton, Sir Isaac, 115. 
Night with a Wolf, A, Taylor, 10, 48, 49, 

89. 
Night's Ad venture on the Ohio River, 

A, Thomas, 261. 
Nightingale, Florence, 338, 341. 
Noiseless, Patient Spider, A, Whitman, 

109. 

Obedience, 52-55. 

Obedience to Community Laws, 160-64. 

Obeying the Law, O'Brien, 182. 

O'Brien, Sara R., 4, 182, 187, 200, 205. 

Ode sung at the opening of the Interna- 
tional Exhibition, Tennyson, 332, 367. 

Ode to Duty, Wordsworth, 52. 

Oglethorpe, James, 294, 295. 

Old and Feeble, Helpfulness to the, 72- 
76, 

Old Dog Tray, Kenyon, 92, 

Old Man and his Sons, The, 205. 

O'Reilly, John Boyle, 2, 76, 195, 284. 

Other Homes Than Ours, 62-64. See also 
Foreign Lands. 

Our Beginnings in Europe, 284-91. 

Our Country, Whittier, 315, 

Our Public Safety, Bloomfield, 157. 

Our Young Folks, 105, 243, 261, 269, 

Overseer of the Poor Story, An, Hill, 151. 

Ox Who Won the Forfeit, The, Babbitt, 
10. 

Palma, Estrada, 352. 
Panama Canal, 314, 315, 323. 
Pan-American Conferences, 314, 
Pan-American Union, The, Barrett, 300, 

302, 303. 
Pan-American Union, 314, 346, 
Paracelsus, Browning, 68. 
Parkman, Francis, 269, 291, 393, 295, 
Pasteur, Louis, 151, 196, 269, 377, 
Pathfinders, The, Tappan, 190, 
Patience, See Perseverance, Cheerfulness. 



INDEX 



385 



Patriotism. 185, 189, 218-23, 271, 272. 

Peace among the Children, 76-80. 

Peace among Neighbors, 119-123. 
Peace Association of Friends in America, 
170, 171. 

Peace Conferences, 314, 320, 321, 367-73. 
Peace Making, 4(M.3. 

Peace of Dives, Kipling, 342. 

Penn, William, 189. 294, 295. 

Permanent Court of Arbitration, 370-72. 

Perry, Commodore, 308, 309, 310. 

Perseverance, 93-98. 

Perseverance Wins, 95. 

Philippine Islands, 309, 310, 311. 

Piccola, Thaxter, 9, 60. 

Pilgrim Fathers, The, O'Reilly, 284. 

Pilgrim's Progress, The, 116. 

Pilgrims, The, O'Brien, 200. 

Pioneers, 187-93. 

Pioneers! O Pioneers, Whitman, 188. 

Pitt, William, 296, 299. 

Plan of Course in Citizenship, xvi. 

Plants, Protection and Care of, 43-46. 
See also Nature Study. 

Piatt, Clara, 79. 

Playmates, Kindness to, 2-8. 

Poetical Works of .41ice and Phoebe Gary, 
22, 32, 77, 99, 103, 120. 

Police Department, 154-60, 156. 

Policeman at the Comer, The, Eobinson, 
279. 

Politeness. See Good Manners, Courtesy. 

Pollyanna, Porter, 115. 

Poor, Care of the, 150-54, 216. 

Porter, Eleanor H., 115. 

Postal Union, The Universal, 345. 

Prelude, The, Wordsworth, 30, 

Primary Moral Lessons, Cowdery, 64. 

Printing, 334. 

Prometheus Unbound, Shelley, 114. 

Promised Land, The, Antin, 171, 195, 
198, 306, 376. 

Protection and Care of Plants and Flow- 
ers, 43-46. 

Public Good, The, Dole, 165. 

Public Health and Public Charity, 148- 
54. 

Public Officials, 164. 

Public Property, Care of, 142-47. 

Quails, The, 125. 
Quarrels, Avoiding, 40-43. 

Radcliffe- Whitehead, Jane Bird, 194. 
Red Cross, The, 190, 207, 216, 217, 271, 

338-40, 341. 
Red Cross Spirit Speaks, The, Finley, 354. 
Reed, Walter, 377. 
Regard for Civic Beauty, 263-66. 
Regard for the Truth, 246-50._ 
ReHgious motives in colonization, 293. 
Reminiscences of Carl Schurz, 306. 
Reply to an Address of Welcome, Lincoln, 

198. 
Respect for Authority, 21, 102, 159. 
Responsibility of Each Citizen, 205-10. 



Responsibility for Cleanliness and Care, 

12-16. 
Reverence, 250-58. 
Richards, Laura E., 2, 14, 32, 95, 109, 

212, 221, 225, 234, 268. 
Rivalries, 290, 295. 
Riverside Literature Series, 4, 9, 10, 21, 

32, 45, 49, 59, 94, 99, 105, 109. 
Robin Hood, Pyle, 105. 
Robinson, Louise, 279. 
Roderick Dhu, 104. 
Roman influence, 287, 333. 
Root, Elihu, 323. 
Rossetti, Christina G., 32, 73, 95. 
Rush-Bagot Agreement, 300. 
Ruskin, John, 66, 267. 

Saint Francis, 28, 190. 

Saint-Gaudens, 195. 

Saint Matthew, Keble, 35. 

Sala, G. A., 164. 

San Martin, 303, 304. 

Schermerhom, M. K., 328. 

School and Playground, 47-85. 

School Curriculimi, relation of course in 

citizenship to, xv'm. 
Schoolhouses, 137-41, 146. 
School, Influence of the, 136-41. 
School Reader, A, Coe, 95. 
School System Story, A, Hill, 138. 
Schools, appreciation of public, 137, 138- 

41. 
Schurz, Carl, 306. 
Scott, Sir Walter, 4, 104, 220. 
Select Stories and Quotations, 269. 
Self-Control. See also Cheerfulness under 

Defeat, Perseverance, 258-63. 
Self-government, 199, 295, 377. 
Servant of All, The, Keary, 82. 
Service, Sill, 16. 

Service in the World Family, 374-80. 
Service, Ways of, 90-93. 
Shakespeare, 87, 90. 
She King, 133. 
Shelley, Percy Bysshe, 114. 
Sheridan, General, 362. 
Sick, Care of the, 149, 150, 216-19. 
Sidney, Sir Phihp, 27. 
Significance of the Eighteenth of May, 

Andrews, 321, 373. 
Sill, Edward Rowland, 16, 55. 
Sir Bobbie, Piatt, 79. 
Smith, John, 294. 
Snow-Bird, The, Sherman, 12. 
Social Aims, Emerson, 246, 
Social Service, 215-19. 
Socrates, 119. 
Soldier's Speech, A, 223. 
Somebody's Mother, Anon., 73, 234. 
Song of the Broad-Axe, Whitman, 128. 
Song of Peace, Schermerhom, 328. 
Sonnet, Lowell, 250. 
Sonnet Sequence, A, MacDonald, 160. 
Spark Neglected Bums the House, A, 

Tolstoy, 120. 
Sparrows, The, Thaxter, 100. 



386 



INDEX 



Squirrel's Devotion, The, 95. 

Statue of Sherman, The, Van Dyke, 195. 

Steam-Engine, The, 335. 

Stephens, Aima D., 171. 

Stevenson, Robert Louis, 4, 28, 68, 63, 

66, 99, 224. 
Suppose, Gary, 4, 77. 
Swedenborg, Emmanuel, 170. 
Symonds, John Addington, 180. 
Sympathy, 47-52, 232-38. 

Taft, WilliaiQ H., xi, 366. 
Talks on Citizenship, Dole, 165. 
Talks to Teachers, James, 259. 
Tappan, Eva March, 144, 190, 220, 286. 

287, 289, 290, 291, 341. 
Taylor, Bayard, 10, 27, 48, 49, 89, 110, 

282. 
Tennyson, Alfred, 208, 219, 332, 355, 359, 

367. 
Thanksgiving, 57, 199, 200. 
Thaxter, Celia, 9, 45, 60, 100, 206. 
Things that Belong to Us All, The, Dole, 

146. 
Thirteen Jeweled Letters, The, Van Dres- 
ser, 105. 
Thomas, Martha M., 261. 
Thoughtfulness, 102-04. 
Three Sieves, The, 103. 
Three Years with the Poets, Hazard, 2, 

9, 18, 21, 41, 54, 193. 
Thrift and Industry, 267-70. 
To a Child, Wordsworth, 44. 
Together, Kipling, 124. 
Tolstoy, Leo, xix, 99, 119, 120, 195, 224. 
Tom, the Chimney Sweep, 14. 
Town and City, 128-84. 
Town and City, Jewett, 144, 145, 151, 

157, 161, 166, 200, 216. 
Training a Junior Citizen's League, Hill, 

178. 
Trench, Richard C., 215. 
Troilus and Cressida, Shakespeare, 90. 
Troop of the Guard, Hagedorn, 148. 
Trott Goes Driving, Lichtenberger, 49. 
Trott Makes a Visit, Lichtenberger, 37. 
Trowbridge, C. R., 174. 
Trustworthiness. See Faithfulness, 20- 

26. Keeping One's Word, 68-71. 
Truthfulness {see also Keeping One's 

Word), 68-71, 104, 239, 246-50. 
Tsin Sin, Mencius, 133. 
Twenty-three Tales, Tolstoy, 119, 120, 

224. 
Two Noble Lives, Richards, 212, 221, 225. 

Ugly Duckling, The, Andersen, 27. 

Umberto, King, Edmondo de Amicis, 252. 

Unfortunate, Care of the, 150, 151-54, 
216. 

United States a Melting-Pot for Nations, 
The, 304-7, 324. 

United States and the American Conti- 
nent, The, 311-15. 

United States and the World, The, 282- 
325. 



United States and the World's Culture, 

The, 315-18. 
United States and World Brotherhood, 

The 318—22. 
United States Boy Scout, The, 162. 
United States in the Napoleonic Period, 

297-300. 
Unselfishness, 104-08. See also Making 

Others Happy. 

Van Dresser, Jasmine S., 105. 

Van Dyke, Henry, 195. 

Victoria, Queen, 66. 

Vision of Sir Launfal, Lowell, 98, 170. 

Vista, A, Symonds, 180. 

Vital Lampada, Newbolt, 136. 

Waiting, Burroughs, 72. 
Walker, Evelyn D., 17. 
War, Effects of, 354-58. 
Washington, Booker T.. 66, 271. 
Washington, George, xx, 66, 211, 231, 

242, 260, 296, 348; The Childhood of, 

66. 
Ways of Service, 90-93. 
Wellington, Lord Arthur, 54, 55, 
Wellington and The Plowboy, 54. 
Westminster Bridge, Wordsworth, 142. 
Westphalia, Peace of, 349, 360. 
Weyl, Walter E., 319. 
What Americans Started with, 285. 
What is Good, O'Reilly, 2. 
Wheelock, Lucy, 101. 
When the Dogwood Blooms, Lounsbury, 

46. 
White Man's Burden, The, Kipling, 337. 
Whitman, Walt, 109, 128, 188. 
Whittier, John Greenleaf, 133, 251, 257, 

272, 304, 315. 
Who is my Neighbor, 87-90. 
Wilson, Woodrow, 311, 320, 324. 
Winter's Twilight in Provence, A, Gilder, 

318 
Winthrop, John, 189, 294. 
Wolcott, Roger, 170. 
Wolf of Gubbio (Agobio), 28. 
Women's Municipal League of Boston, 

170, 377. 
Wordsworth, WiUiam, 30, 44, 52, 142, 

154 297. 
Work' Good, 109-13, 277, 278. 
Working Members of Society, 276-81. 
Working Together, 124-27. 
World brotherhood, 284. 
World Citizenship, 375-80. 
World Conferences, 367-73. 
World Culture, 317, 318. 
World Family, The, Andrews, 326-80. 
World Hospitality, 378. 
World Peace Foundation, 321. 
Worship of Nature, J. G. Whittier, 257. 

Xenophon, 119. 

Young Citizen, The, Dole, 133, 138, 146, 
161, 166, 187, 220. 229. 



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